Overall objectives:

1 - At the end of this curricular unit "Educational Paradigms", the Masters´ Students are able to: Discuss the concept of paradigm
2 - Understand the meaning of "paradigm" according to various authors´ perspectives.
3 - To analyze the meanings of paradigm in Thomas Kuhn
4 - Analyze and understand the dynamic relationships between society and the educational system.
5 - Describe and interpret the various theories of education.
6 - Describe and interpret the various educational paradigms.
7 - Acquire interest in research in the area of Pedagogical Innovation

Syllabus:

1 - PARADIGM AND PEDAGOGICAL INNOVATION
1.1 - Notion of Paradigm
1.2 - Concepts of paradigm (Thomas Kuhn)
1.3 - Concept of pedagogical innovation
2 - THE DIALETIC STRUCTURE OF EDUCATIONAL PARADIGM
2.1 - The dimensions of educational paradigm
2.2 - The socio­cultural paradigms
2.3 - The educational paradigms
2.4 - The relationship ­ socio­cultural and educational paradigms
3 - PARADIGMS: INDUSTRIAL, RATIONAL AND TECHNOLOGICAL
3.1 - The industrial paradigm
3.2 - The rational paradigm
3.3 - Relationship between the industrial and rational paradigms
4 - THE EXISTENCIAL AND HUMANIST PARADIGMS
4.1 - The existential paradigm
4.2 - The humanist paradigm
4.3 - Connections between existential and humanistic paradigms
5 - THE PARADIGM OF SOCIAL DIALECTIC AND THE SOCIOINTERACCIONAL PARADIGM
5.1 - The social dialectic paradigm
5.2 - The sociointeraccional paradigm of education
6 - SIMBIOSINERGETIC AND INVENTIVE PARADIGMS
6.1 - The paradigm of simbiosinergy
6.2 - The inventive paradigm of education

Literature/Sources:

C. Fino , 2003 , Walls to be demolished: Moving from a closed teaching factory towards an open learning place , Malta University
Y. Bertrand , 1991 , Teorias contemporâneas de educação , Instituto Piaget
A. Toffler , 2001 , O choque do futuro: Do apocalipse à esperança , Livros do Brasil
Kuhn, T. S. , 1996 , The Structure of Scientific Revolutions , Chicago: University of Chicago Press
Betrand, Y.& Valois, P. , 1994 , Paradigmas educacionais ? Escola e Sociedade , Lisboa: Instituto Piaget
Fino, C , 2001 , Um novo paradigma (para a escola): precisa-­se , In FORUMa­ Jornal do Grupo de Estudos Clássicos da UMa, 1, 2. Funchal: Universidade da Madeira
. , Proceedings of the 28th ATEE Annual Conference e (publicação em CD­Rom) , Malta: Malta University
Toffler, A. , 1999 , A terceira vaga , Lisboa: Editora Livros do Brasi
Thurler, M. & Perrenoud, P. , 1994 , A escola e a mudança , Lisboa: Escolar Editora
Whitaker, P. , 1999 , Gerir a mudança nas escolas , Porto: Edições Asa

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
We adopt diverse and mixed methodologies. We use projection of slides, reading scientific articles and other texts and their analysis in pairs, group and plenary. It is always encouraged the sharing of knowledge and analysis of scientific literature and the experiences of Students since Masters´ Students, mostly, are teachers of various educational levels. The evaluation of Students follows Model E of the Student Learning Assessment Regulations of the University of Madeira: an individual written work, with the structure of a scientific paper with oral presentation in class and to be submitted by email in .doc format with a minimum of 5 A4 pages and a maximum of 10 (one and a half space and Times 12, excluding cover, summary and abstract). In the event of any work not prove consistency, given the goals of this curricular unit, the author will be invited to reformulate it.