Discipline - CIEL Camada de Integração Ensino Lusófona

Details: Category: Discipline

Não
This u.c. puts into discussion the issues related to the differences of concepts in question, it is intended that, upon completing the curricular unit, students will have acquired skills that allow them to play roles in the area of ¿¿monitoring children and young people, allowing build responses adjusted to each concrete situation, as well as participate and support teams interdisciplinary institutions that intervene in educational institutions and spaces.
Semestral

Descrição dos instrumentos de avaliação (individuais e de grupo) ¿ testes, trabalhos práticos, relatórios, projetos... respetivas datas de entrega/apresentação... e ponderação na nota final.

Exemplo:

*Descrição*	*Data limite*	*Ponderação*
Teste de avaliação	Final do semestre	50%
Trabalho individual	Final do semestre	50%
(...)

Adicionalmente poderão ser incluídas informações gerais, como por exemplo, referência ao tipo de acompanhamento a prestar ao estudante na realização dos trabalhos; referências bibliográficas e websites úteis; indicações para a redação de trabalho escrito...

1- Concept. Children's Rights or Children's Rights 2- Minors and the Portuguese legal order 3- System for the Protection and Promotion of Children and Young People in Danger 4- Minor victims: Law for the protection of children and young people in danger and Commissions for the protection of children and young people 5- Mistreatment of minors. Sexual abuse. Domestic violence 6- Mechanisms to promote the rights of children and young people 7- Minor Aggressors: Educational Tutelary Law 8- Approach to psychosocial intervention with minors in risk situations: limits and challenges 9 - Entities with competence in matters of childhood and youth
Foster in students the need for knowledge and understanding of the main concepts legal issues, especially with regard to the central legal norms in the work of follow-up of children and young people. Competence the students in the analysis and reflection of the constructs legal and in the interpenetration of behaviors between the legal and the psychosocial approach.
Mandatory
Methodologies centered on "learning by doing" make the student the center of learning. Thus, the teacher appears as the mediator between the knowledge (the contents) and the different forms of access to the same, expressed in the methodologies.
Português
Ferreira, Sílvia(2009).A invenção estratégica do terceiro sector.Revista Crítica de Ciências Sociais. 84, 169-192 Hespanha,A(2007).O Caleidoscópio do Direito.Coimbra: Almedina Latas, A. J., & Vieira, F. (2004). Notas e Comentários à Lei de Saúde Mental. Coimbra: CEJ/Coimbra Editora Prata,A.(2014). Dicionário Jurídico I. Coimbra: Almedina Rawls,J.(1971/2013).Uma teoria da justiça. Barcarena: Editorial Presença Sampaio, D. C.(2011).Crianças e Jovens em Risco: a família no centro da intervenção. Cascais: Principia. Santos, M.S.& Leal-Henriques, M. (2011). Noções de Direito Penal. Lisboa: Rei dos Livros S ilva; G. M. (2015).Introdução ao estudo do Direito. Lisboa: Universidade Católica Torres, A. et al. (2008).Estudo de Diagnóstico e Avaliação das Comissão de Proteção de Crianças e Jovens - Sumário Executivo. Lisboa: CIES-ISCTE.
4
0
7
1
IPLUSO6149-22303
Psychosocial Intervention and Elements of Law
22303
6149
Monitoring Children and Young People

Details: Category: Discipline

Não
This Curricular Unit sets social psychology as a scientific discipline that seeks to understand the behavior of human beings within their social environment, at the levels of intra-individual and inter-individual analysis. By considering the interaction with other people as the focus of analysis, it also allows understanding how Psychology relates to other social sciences such as Anthropology and Sociology, bringing a unique perspective of understanding the psychological processes that mediate the person-context relationship.
Semestral
Avaliação Contínua:

Prova Escrita - Com uma ponderação de 50%

Trabalho escrito - Com uma ponderação de 30%

Apresentação Oral do trabalho - Com uma ponderação de 20%
1. Introduction to Social Psychology: 1.1 Emergence of Social Psychology as a scientific discipline 1.2 Person-social environment relationship: Fundamental principles 2. Social Influence and Persuasion 2.1 Social Influence Processes 2.1.1 Standardization 2.1.2 Conformism 2.1.3 Obedience 2.1.4 Innovation 3. Attitudes 3.1 Formation, structure and functions of attitudes 3.2 Attitudes, values ¿¿and attitude-behavior inconsistency 3.3 Measures of attitudes 3.4 Attitude change, persuasion and heuristics 4. Impression formation 4.1 Impression formation approaches 4.2 Implicit Personality Theories 4.3 Causal attribution 5. Aggression and prosocial behavior 5.1 Aggression: Instinct Theories and Bandura's Social Learning Theory 5.2 Prosocial behavior: Altruism and selfishness
This CU aims to increase understanding of psychological processes that explain the relationship between individuals and their social environment, grounded on theoretical approaches, research methods and techniques of Social Psychology as a scientific discipline. At the end of the semester, students are expected to have acquired the following competencies: LO1 - Know how to identify the main historical milestones in the emergence and autonomy of Social Psychology as a scientific discipline. LO2 - Know how to identify and describe the main theoretical and methodological models and approaches of Social Psychology. LO3 - Know how to identify and understand the different psychological processes that occur within and between levels of explanatory analysis, of the relationship between individuals and their social environment. LO4 - Apply the theoretical models and scientific knowledge acquired by Social Psychology, in the explanation of phenomena and individual behaviour in a social environment.
Mandatory
The methodologies used are: content exposure completed with discussion in class; viewing and analysis of excerpts from films and documentaries; analysis of scientific articles; tutorial support.
Português
Cerclé, A., Somat., & Serpa, M. T. (2023). Manual de psicologia social. Gaspar, R., & Garrido, M. V. (2016). Cognição Social. In Miguel Pereira Lopes, Patrícia Jardim da Palma & Albino Lopes (Eds.), Fundamentos de Psicologia (pp.193-240). Lisboa: MGM Edições. Rodrigues, A., Assmar, E. M. L., & Jablonski, B. (2022). Psicologia Social, Editora Vozes. Smith, E.R., & Mackie, D.M. (2014). Social Psychology (4th ed.). New York: Worth Publishers. Vala, J., & Monteiro, M.B. (2017). Psicologia Social (10ª ed.). Lisboa: Fundação Calouste Gulbenkian.
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0
6
1
IPLUSO6149-99
Social Psychology
99
6149
Monitoring Children and Young People

Details: Category: Discipline

Não
This Curricular Unit intends to introduce the student in the problem of historical and social knowledge of education. Scientific knowledge has a temporality, with its continuities and discontinuities, which forces us to relate the present with the past and the future. In this sense, it is intended to awaken the student to the need to learn from what we have already done to better build what we have to do. With this, it is intended to promote critical thinking, and develop an attitude of consideration and openness to dialogue, avoiding the danger of dogmatism.
Semestral

Exemplo:

*Descrição*	*Data limite*	*Ponderação*
Apresentação escrita e oral de um trabalho (um dos temas desenvolvido em profundidade)	Durante o semestre	40%
teste	Final do semestre	20%
Participação e assiduidade	No decurso das aulas	10%
Apresentação de um livro (de registo de escrira diverso)	Durante o semestre	30%

1 - Theory of History: 1.1 - The particularity of the history of education as a social science 2- History of educational institutions 2.1. Historiographical look at social spaces for education 3 - The student 3.1 - The passage from child to student. Juvenile cultures. 4 - The teaching profession 4.1 - The past and present of teachers. Being a teacher through out of age. The relationship of the teacher with you, with the work and with the others. 5 - The history of the curriculum 5.1 - Knowledge as a historically formed knowledge . Social regulations and learning a relationship with the world. 6 - Group-class leadership 6.1 - The historical challenge to cooperation in educational work.
- Critically interpret the past, distinguishing long-, medium- and short-term trends - Reflect on the critical points of education - Know the main sources for socio-historical research work, techniques and concepts - Use the methodologies, techniques and concepts of research in socio-history of Education - Discuss the educational process in the light of a socio-historical perpspetiva
Mandatory
Active methodologies centered on the construction of knowledge by the students are promoted. (debate, discussion, group work, use of digital platforms, flipped classroom, ...).
Português
Brás, J.V. Gonçalves, M.N. & Hernandez Dias, J. M. (2014). From Organic to Functional and Symbolic: Body Building in Civility Course Books in Portugal (1856-1919) American Journal of Educational Research. 3(III), 391-395. Available at:http://www.aijssnet.com/index.php/archive.html Brás, J. (2008). A higiene e o governo das almas: o despertar de uma nova relação, Revista Lusófona de Educação, 12, 113-138. Brás José & Gonçalves, M. N. (2008). Os saberes e poderes da Reforma de 1905, Revista Lusófona de Educação, 13, 101-121. Brás, J.V. & Gonçalves, M.N (org,) (2011). O imperativo Republicano em Debate. Lisboa: Edições Universitárias Lusófonas. Carvalho, R. (1986). História do ensino em Portugal. Lisboa: Fundação Calouste Gulbenkian.
4
0
5
1
IPLUSO6149-22304
Socio-historical Analysis of Socio-Educational Institutions
22304
6149
Monitoring Children and Young People

Details: Category: Discipline

Não
Heritage, culture and recognition of different social dynamics. The importance of knowing how to consult sources of information and the safeguarding of knowledge.
Semestral

Exemplo:

*Descrição*	*Data limite*	*Ponderação*
Teste de avaliação	no decurso do semestre	30%
Portfolio	no decurso do semestre	50%
Participação e assiduidade em aulas	no decurso das aulas	20%

Heritage, culture, identity and society. Knowledge, protection and dissemination of heritage. The role of UNESCO Education for the preservation of heritage. Multiculturalism and globalization. Sources of Information – their links and diversity of institutions (Libraries, Archives and Museums). Knowledge of legitimate sources of information. How to search catalogs, scientific databases and digital libraries. How to make citations and bibliographic references (EndNote, Mendeley, etc.).
Explain the concept of culture and heritage in its various forms. Provide examples of tangible and intangible heritage. Indicate forms of knowledge and preservation of heritage. Explain the importance of UNESCO in the conservation and dissemination of heritage. Explain the importance of culture in the economy. Explain the importance of culture in the construction of identity. Distinguish legitimate sources of information and their importance to scientific work. Acquire skills in research in bibliographic resources in the most diverse sources of information (library catalogs, archives, scientific databases and digital libraries). Perform citations and bibliographic references: manually or using bibliographic management software.
Mandatory
It is proposed a teaching-learning program that goes from more theoretical classes of exposition of contents to practical classes with exercises on research in sources of information and presentation and discussion of individual practical works.
Português
American Psychological Association. APA Style: Basic Principles of Reference List Entries. https://apastyle.apa.org/style-grammar-guidelines/references/basic-principles Comissão Nacional da UNESCO. Património Cultural Imaterial. https://unescoportugal.mne.gov.pt/pt/a-unesco/sobre-a-unesco/historia Direção Geral do Património Cultural. Património. Disponível em: https://www.patrimoniocultural.gov.pt/ Ministério dos Negócios Estrangeiros (2023). Redes UNESCO. Comissão Nacional da UNESCO. https://unescoportugal.mne.gov.pt/pt/redes-unesco United Nations Educational, Scientific and Cultural Organization. UNESCO. https://www.unesco.org/pt UNESCO (1972). Recomendação sobre a proteção, no âmbito nacional, do património cultural e natural. https://www.icomos.pt/images/pdfs/2021/17%20Recomenda%C3%A7%C3%A3o%20prote%C3%A7%C3%A3o%20nacional%20do%20patrim%C3%B3nio%20-%20UNESCO%201972.pdf UNESCO. World Heritage Convention. https://www.unesco.org/en/countries/pt
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0
6
2
IPLUSO6149-22306
Cultural and Heritage Development for Children and Young People
22306
6149
Monitoring Children and Young People

Details: Category: Discipline

Não
The present Curricular Unit - ‘Education, Citizenship and Rights’ - is presented as an integrative and transversal area/domain of knowledge, centred on human development and, therefore, on Education for Peace and Human Rights, Education for Sustainable Development, Intercultural Education and Personal and Social Development. In this sense, it reinforces the importance of Education for Global Citizenship, highlighting the rights of children and young people and the promotion of their active citizenship in educational and social contexts. It emphasises the mobilisation of students' knowledge and learning for the wider contexts of which they are a part, namely the surrounding community and the development of personal and social skills focused on “knowing how to be and be with” others and the world.
Semestral

*Descrição*	*Datas*	*Ponderação*
Trabalho escrito individual (sem apresentação) + papel de amigo crítico	A agendar com os alunos	50%
Apresentação oral e escrita de um trabalho de grupo sobre um dos temas explorados ao longo das aulas	A agendar com os alunos	40%
Qualidade de participação nas aulas	Semestral	10%

S1. The nature of globalisation: cultural implications. S2. Main changes resulting from the globalisation process (economic, social, cultural and environmental policies, etc.). S3. The social and cultural construction of citizenship. S4. Issues concerning the context, content and extent of citizenship in the light of globalisation. S5. The Universal Declaration of Human Rights and the Rights of the Child. S6. The hierarchy of values. Values in the Constitution of the Portuguese Republic. S7. Citizenship education in the early years
LO1: Recognise the importance of actively exercising their Global Citizenship and their role in contributing to a fairer, more supportive, equitable and sustainable world. LO2: Develop essential strategies and skills for the full and active exercise of citizenship, namely: autonomy and responsibility; respect and empathy for others (cultures, ethnicities, perspectives, opinions...); critical and reflective thinking; and problem-solving. LO3: Recognise and respect differences and multiple identities, from culture, language, religion and gender, based on intercultural dialogue, inclusion and understanding of diversity. LO4: Reflect on human rights, including the rights of children and youth, and on the educational strategies that can promote and ensure these rights. LO5: Reflect on their hierarchy of values when making conscious and well-informed decisions. LO6: Plan educational strategies that promote the exercise of active citizenship in childhood.
Mandatory
Active and participatory methodologies will be favoured, based on the involvement and motivation of the students, centred on their interests and needs and in a healthy and democratic environment - values and strategies that we want the students to mobilise for early childhood contexts. It is proposed to build interdisciplinary and collaborative group projects, create and explore educational games, watch videos, analyse texts, images, news and current issues, in order to encourage the involvement and active participation of students in their development and learning process. Collaborative strategies will be promoted, based on dialogue, empathy, solidarity, mutual help and respect. Pedagogical differentiation will be taken into account in order to adjust the didactic-pedagogical strategies used to the needs of the students.
Português
Gadotti, M. (2005). A Questão da Educação Formal/Não-Formal. INSTITUT INTERNATIONAL DES DROITS DE L’ENFANT (IDE) Droit à l’éducation: Solution à Tous Les Problèmes Ou Problème sans Solution? https://edisciplinas.usp.br/pluginfile.php/5633199/mod_resource/content/1/eudcação não formal_formal_Gadotti.pdf Morin, E. (2000). Os sete saberes necessários à educação do futuro (2nd ed.). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000124364 Organização das Nações Unidas para a Educação a Ciência e a Cultura. (2015). Educação para a cidadania global: preparando alunos para os desafios do século XXI (1st ed.). UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000234311 Plataforma Portuguesa das Organizações Não-Governamentais. (2018). Educação para o Desenvolvimento e a Cidadania Global. PPONGD. https://www.plataformaongd.pt/o-nosso-trabalho/areas-de-atuacao/educacao-para-o-desenvolvimento-e-a-cidadania-global
4
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5
2
IPLUSO6149-15542
Education, Citizenship and Human Rights
15542
6149
Monitoring Children and Young People

Page 216 of 225

Psychosocial Intervention and Elements of Law

Social Psychology

Socio-historical Analysis of Socio-Educational Institutions

Cultural and Heritage Development for Children and Young People

Education, Citizenship and Human Rights

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