Baixinho, C. L. & Ferreira, Ó. (2017). Quais as competências desenvolvidas em Ensino Clínico?

AS PEDAGOGIAS NA SOCIEDADE CONTEMPORÂNEA DESAFIOS ÀS ESCOLAS E AOS EDUCADORES 2223+4-.5&3-&367389

ISBN: 978-989-8272-26-3

ATAS DO XXIII COLÓQUIO DA AFIRSE PORTUGAL Instituto de Educação da Universidade de Lisboa

!"#$!%$&$'($)&$*+,&-./$)&$!(01

2017

AS PEDAGOGIAS NA SOCIEDADE CONTEMPORÂNEA DESAFIOS ÀS ESCOLAS E AOS EDUCADORES LES PEDAGOGIES DANS LA SOCIETE CONTEMPORAINE DEFIS AUX ECOLES ET AUX EDUCATEURS

Organizadores

João Pinhal Fernando Albuquerque Costa Ana Rita Faria

2017

ATAS DO XXIII COLÓQUIO DA AFIRSE PORTUGAL Instituto de Educação da Universidade de Lisboa 28, 29 e 30 de janeiro de 2016 LISBOA

AS PEDAGOGIAS NA SOCIEDADE CONTEMPORÂNEA DESAFIOS ÀS ESCOLAS E AOS EDUCADORES LES PEDAGOGIES DANS LA SOCIETE CONTEMPORAINE DEFIS AUX ECOLES ET AUX EDUCATEURS ISBN: 978-989-8272-26-3

ATAS DO XXIII COLÓQUIO DA AFIRSE PORTUGAL Instituto de Educação da Universidade de Lisboa 28, 29 e 30 de janeiro de 2016 LISBOA

Organizadores João Pinhal Fernando Albuquerque Costa Ana Rita Faria Design e paginação Ana Rita Faria

Data de publicação janeiro de 2017 Edição AFIRSE Portugal Instituto de Educação da Universidade do Lisboa Instituto de Educação Alameda da Universidade 1649-013 Lisboa Portugal

www.afirse.ie.ul.pt

AS PEDAGOGIAS NA SOCIEDADE CONTEMPORÂNEA DESAFIOS ÀS ESCOLAS E AOS EDUCADORES LES PEDAGOGIES DANS LA SOCIETE CONTEMPORAINE DEFIS AUX ECOLES ET AUX EDUCATEURS

Comissão organizadora | Comité d’organisation

Conselho Científico | Conseil Scientifique

Ana Paula Caetano | Instituto de Educação – ULisboa Ana Rita Faria | Instituto de Educação – ULisboa Belmiro Cabrito | Instituto de Educação – ULisboa Carmen Cavaco | Instituto de Educação – ULisboa Fernando Albuq. Costa | Instituto de Educação – ULisboa Joana Marques | Instituto de Educação – ULisboa João Pinhal | Presidente da AFIRSE Portugal José Brites Ferreira | Inst. Politécnico de Leiria Júlia Ferreira | AFIRSE Portugal Louis Marmoz | Ex-Presidente da AFIRSE Maria Ângela Rodrigues | Instituto de Educação – ULisboa Maria Carmo Vieira da Silva | UNLisboa Maria João Cardona | ESE de Santarém Maria Teresa Estrela | Ex-Presidente da AFIRSE Portugal Patrícia Rosado Pinto | FCM – UNLisboa Patrick Boumard | Presidente da AFIRSE

Ana Margarida Veiga Simão | ULisboa Ana Paula Caetano | ULisboa Ana Rita Faria | ULisboa António Sampaio da Nóvoa | ULisboa Belmiro Cabrito | ULisboa Carlinda Leite | UPorto Carmen Cavaco | ULisboa Cecília Galvão | ULisboa Domingos Fernandes | ULisboa Feliciano Veiga | ULisboa Fernanda Veiga Gomes | ULisboa Fernando Albuquerque Costa | U Lisboa Fernando Sabirón Sierra | Universidad de Zaragoza Florentin Azia | Dép. d’Orientation Scolaire et Professionnelle Helena Peralta | ULisboa Isabel Freire | ULisboa Ivana Ibiapina | Universidade Federal do Piauí Jean-Claude Sallaberry | Université Montesquieu-Bordeaux IV Jesus Maria Sousa | UMadeira Joaquim Pintassilgo | ULisboa Joana Marques | ULisboa João Pedro da Ponte | ULisboa João Pinhal | ULisboa Jorge Ramos do Ó | ULisboa José Brites Ferreira | Instituto Politécnico de Leiria Justino de Magalhães | ULisboa Lise Bessette | Université du Québec à Montréal Louis Marmoz | Université de Versailles – St Quentin en Yvelines Luís Tinoca | ULisboa Manuela Esteves | ULisboa Maria Ângela Rodrigues | ULisboa Maria Carmo Vieira da Silva | UNLisboa Maria da Assunção Folque | UÉvora Maria João Cardona | Instituto Politécnico de Santarém Maria João Mogarro | Lisboa Maria Moumoulidou | Universidade da Trácia, Grécia Maria Teresa Estrela | ULisboa Mariana Dias | Instituto Politécnico de Lisboa Marilene Corrêa Freitas | Universidade Federal do Amazonas Patricia Ducoing | Universidad Nacional Autónoma de México Patrícia Rosado Pinto | UNova Lisboa Pedro Reis | ULisboa Pedro Rodrigues | ULisboa Teresa Leite | Instituto Politécnico de Lisboa

Secretariado Joana Marques | Instituto de Educação - ULisboa Ana Rita Faria | Instituto de Educação - ULisboa

iii

AS PEDAGOGIAS NA SOCIEDADE CONTEMPORÂNEA DESAFIOS ÀS ESCOLAS E AOS EDUCADORES LES PEDAGOGIES DANS LA SOCIETE CONTEMPORAINE DEFIS AUX ECOLES ET AUX EDUCATEURS

Introdução | Introduction Que sentidos atribuímos ao falar hoje de pedagogia? A pedagogia entendida como a “ciência de ensinar” remete-nos para uma antiga discussão, muito premente no presente, permeada por dimensões epistemológicas e filosóficas, sobre as finalidades, os métodos, a organização e os conteúdos das práticas educativas. O pensamento pedagógico edificado por filósofos e educadores, desde os tempos mais remotos da história da Humanidade até aos nossos dias, tem vindo a alicerçar-se em discussões, reflexões e problematizações sobre as práticas educativas, mas também sobre o estatuto dos aprendentes e dos educadores, o papel da experiência de vida na aprendizagem, a relação com o saber e a atribuição de sentido. Com a emergência da escola, no século XVII, os debates sobre a pedagogia ganharam fôlego. Numa tentativa de crítica à pedagogia tradicional surgiram entretanto pedagogias alternativas, que procuraram situar o aprendente e a aprendizagem no centro do processo educativo. A pedagogia ao centrar-se nas práticas educativas e nos processos de ensino-aprendizagem é inseparável do social, por isso novos olhares se foram impondo, por força das transformações na sociedade, nas organizações educativas e nos recursos de ensino e de aprendizagem. A sociedade contemporânea, caracterizada pela diversidade e complexidade das suas dinâmicas, coloca um amplo conjunto de desafios pedagógicos às escolas, assim como às restantes organizações educativas e aos educadores. O XXIII colóquio da AFIRSE Portugal debruça-se sobre a temática da pedagogia por se considerar a sua centralidade e importância para os profissionais e estudiosos da educação. A teoria e a prática pedagógica estabelecem entre si uma relação dialéctica que procuramos revisitar, com a análise crítica e fundamentada da investigação produzida no campo científico das Ciências da Educação. Quels sens attribuons-nous a la pedagogie aujourd'hui ? Art de l'enseignement? Science et art de l'enseignement ? Science de l'enseignement ? Quelle qu’en soit la reponse, le mot nous renvoie a une vieille discussion, tres urgente a l'heure actuelle, fondee sur les dimensions epistemologiques et philosophiques, sur les finalites, les methodes, l’organisation et les contenus des pratiques educatives. La pensee pedagogique construite par les philosophes et les educateurs, des les premiers temps de l'histoire de l’Humanite a nos jours, se fonde sur des discussions, des reflexions et des problematisations sur theories et les pratiques educatives, mais aussi sur le statut des apprenants et des educateurs, sur le role de l'experience de vie dans l'apprentissage, sur la relation au savoir et sur le sens que les acteurs concernes accordent au savoir. La pedagogie, en se centrant sur les theories et en mettant l’accent sur les pratiques educatives et sur les processus d'enseignement-apprentissage, est inseparable des aspects sociaux et a impose de nouveaux regards face aux changements de la societe, des organisations educatives et des ressources de l'enseignement et de l'apprentissage. La societe contemporaine, caracterisee par la diversite et par la complexite de ses dynamiques, pose un vaste ensemble de defis pedagogiques aux ecoles de tous les niveaux d’enseignement ainsi qu’aux autres organisations, aux educateurs et aux formateurs. C’est pourquoi nous visons a susciter la reflexion, a partir de la recherche existante, sur le lieu, les defis et les limites de la pedagogie dans nos jours. Le XXIIIe Colloque de l’AFIRSE Portugal porte donc sur la thematique de la pedagogie, en considerant sa centralite et son importance a l’egard des professionnels de l’education et de tous ceux qui etudient ces questions. La theorie et la pratique pedagogique reposent sur une relation dialectique que nous cherchons a revisiter, par l'analyse critique fondee sur la recherche produite dans le domaine scientifique des sciences de l'education.

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