Overall objectives:

1 - To understand the development of education from Modernity to the first decades of the twentieth century.
2 - To question the meaning of Education.
3 - To analyze the main pedagogical ideas, from the 16th century to the 'New School' movement.
4 - To think the Education as a fundamental practice of human existence.

Syllabus:

1 - History of Education: Object, Sources and Objectives
2 - Philosophy of Education: Philosophical problems arising from educational theory and practice
3 - Education and theories of knowledge
4. - Renaissance humanism
4.1 - The humanist educational
4.2 - Vittorino da Feltre and the Casa Giocosa
5 - The invention of printing press and its effects on education
6 - Reform and Counter-Reformation
6.1 - Christian Humanism and the Reformation
6.2 - The beginnings of universal education
6.3 - Consequences of Counter-Reform on education
6.4 - Educational activity in the Colleges of the Society of Jesus
6.4.1 - The Ratio atque Institutio Studiorum Societatis Iesu (The Official Plan for Jesuit Education), often abbreviated as Ratio Studiorum (Plan of Studies)
7 - Education in the seventeenth century
7.1 - The development of public education in Protestant countries
7.2 - Catholic education
7.3 - Comenius and his Didactica Magna (The Great Didactic)
7.4 - Education as John Locke thought
8 - The Enlightenment
8.1 - L'Encyclopédie ou Dictionnaire raisonné des sciences, des arts et des métiers, under the direction of Diderot and D'Alembert
8.2 - Natural education: Rousseau
9 - Education in the nineteenth century
9.1 - The liberal reforms
9.2 - Elementary public education
9.3 - Women's education
10 - Reaction against traditional pedagogy
10.1 - The New School Movement

Literature/Sources:

J. Bowen , 1992 , Historia de la Educación Occidental , Herder
A Capitán Diaz , 1984 , Historia del pensamiento pedagógico en Europa (desde sus orígenes al precientifismo pedagógico de J. , Dykinson
O. Negrin Fajardo; J. Vergada Ciordia , 2011 , Historia de la Educación , Editorial Universitaria Ramón Areces
E. Redondo Garcia , 2010 , Introducción a la Historia de la Educación , Ariel
J. Beauté , 2004 , Courants de la pédagogie , Chronique Sociale
J. Chateau (dir.) , s. d. , Os grandes pedagogos , Livros do Brasil
M. Debesse e G. Mialaret (org.) , 1977 , Tratado das Ciências Pedagógicas , C.ª Ed. Nacional
M. Gadoti , 2004 , História das ideias pedagógicas , Ática
F. Gambi , 1999 , História da Pedagogia , Fundação Editora da UNESP
C. Gauthier e M. Tardif , 1996 , La Pédagogie: théories et pratiques de l?Antiquité à nos jours , Gaëtan Morin éditeur
T. R. Giles , 1983 , Filosofia da Educação , Ed. Pedagógica Universitária
T. R. Giles , 1987 , História da Educação , Ed. Pedagógica Universitária, Ltd.ª
O. Reboul , 2000 , A Filosofia da Educação , Edições 70
H. A. Ozmon e S. M. Craver , 2004 , Fundamentos Filosóficos da Educação , Artmed
N. Veríssimo , 2017 , História da Educação: textos de apoio , Universidade da Madeira

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
The classes will have a theoretical and practical compenent. The first will consist of an exposition of topics scheduled, with frequent recourse to the projection of power point slides. The second will be filled with text analysis done individually or in groups. Evaluation: One frequency having a weighting of 50% in the final classification. Comments of texts and critical reflections, presented orally with a weight of 50% in the final classification. The following parameters will be taken into account in assessing the presentation of these works: - Clarity in the presentation of the work. - Logical sequence of ideas. - Level of language. - Scientific knowledge. - Originality. - Capturing the interest of the class. - Ability to argue and answer.