| CODE | RSE5046 | |||||||||
| TITLE | Family-Community-School Relationship and Diversity | |||||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | |||||||||
| MQF LEVEL | 7 | |||||||||
| ECTS CREDITS | 5 | |||||||||
| DEPARTMENT | Centre for Resilience and Socio-Emotional Health | |||||||||
| DESCRIPTION | 1. The current educational knowledge about the changes in the family, the families-school and school-family and school-communities relationships: contributions of educational psychology, sociology of education, and multilingual and intercultural education. 2. Models and strategies in relationships with families: socio-educational interventions with parents; involvement of parents in school educational life; communication with families using new technologies. 3. Models and strategies in relationships with local communities: promoting partnerships for inclusion and addressing social, ethnic, linguistic, and cultural diversity. Study-Unit Aims: This study-unit is designed to facilitate course participants' more advanced educational knowledge about the relationship between family-community-school, diversity and resilience in education, as well as the development of creative cognitive skills and critical thinking and skills for effective social action (communication, leadership, collaboration), which support the development of attitudes conducive to the development of resilience in educational settings. While the relationship with educational knowledge is established through the appropriation of content / information, the development of cognitive and social skills is facilitated by the type of tasks proposed to course participants and modes of work involved in their practical implementation during the course. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: 1. To understand the changes occurring in families and communities and their implications for resilience in education, particularly considering contexts of cultural diversity and migration and how these relate to the relevant professions; 2. To analyse proposals and experiences in the context of school-communities and school-families relationships, namely involving collaborative networks; 2. Skills: By the end of the study-unit the student will be able to: 1. To design innovative activities associated with intervention processes with families and communities. 2. To develop critical and creative thinking skills 3. To develop relational skills: communication, leadership, and collaboration through throug pedagogical situations where students must explain and debate different points of view, interact in a collaborative way, negotiate and build solutions to the proposed tasks. Main Text/s and any supplementary readings: Main Texts: 1. Alves, M.G., & Varela, T. (2012). Construir a relação escola-comunidade educativa. Revista Portuguesa de Educação 25(2),31-61 2. Baptista, S. (2012). A dinâmica escola-comunidade: políticas e práticas. Projeto ESCXEL 3. Costa, E. & Almeida, M. M. (Coord) (2022). 25 anos do Programa TEIP em Portugal. Redescola/IE-ULisboa. 4. Epstein, JL (ed). (2018). School, family, and community partnerships. Routledge. 5. Pacino, M. & Warren, S. (2023). Building Culturally Responsive Partnerships among Schools, Families, and Communities. Teachers College. 6. Pinho, A. S. (2020). Project-based intercultural education: primary schoolteachers’ experiences in a Portuguese school. In A. Matos & S. Melo-Pfeifer (eds.), Literature and Intercultural Learning in Language and Teacher Education (pp.133-155). Peter Lang. 7. Sheridan, S, & Kim, E. (ed.) (2016). Research on family-school partnerships. Springer. 8. Silva, M. et al. (2016). Networking in education: from concept to action. Improving Schools 20(1): 48-61 9. Silva, P. (2010). Análise sociológica da relação escola-família: um roteiro sobre o caso português. Sociologia, XX: 443-64. 10. Szelei, N., Pinho, A. S., & Tinoca, L. (2021) ‘Foreigners in our schools’: cultural diversity, Othering and the desire for just schooling. Urban Education, 23, 1-31. DOI: 10.1177/00420859211058420 11. Veiga, et al. (2016). Students’ engagement in school and family variables: A literature review. Estudos de Psicologia, 33(2), 187-197 |
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| STUDY-UNIT TYPE | Lecture and Practical | |||||||||
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2024/5. It may be subject to change in subsequent years. |
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