1. Definition, history and practices of the professional training in Portugal;
2. Characterization of the Portuguese population regarding the educational level, professional training and access to information (official statistics);
3. Work as a starting point for professional training;
4. Different types of contextualized training approaches;
5. Training action approach for the transformation of work.
1. Theoretical lessons: - Expositive - Program contents presentation, using slideshow as didactic resource; - Participatory and inquiry - Call to reflection and verbalization about program contents.
2. Theoretical-practical lessons: - Demonstrative – of the theoretical concepts through case studies/real data, as didactic resources; - Participatory and inquiry – Groups discussion, research and organization of the information given and solving issues/problems presented in work proposals.
The evaluation can be done in two modes:
1. Continuous - the student must conduct a summative test (50%), about the theoretical concepts, and propose a professional training project (50%). The final evaluation is the weighted average of these two components.
2. Final - the student must pass on a written examination (50%), about any matter covered in the syllabus, and an oral examination (50%). The final score is calculated by the weighted average of the grades obtained in each component.
Cardim, J. (2005). Formação profissional: problemas e políticas. Lisboa, UTL-ISCSP.
Lacomblez, M (2001). Analyse du travail et élaboration des programmes de formation professionnelle. Relations Industrielles, vol 56, nº3, 543-578.
Lenoir, Y. Pastré, P. (2008). Didactique professionnelle et didactiques disciplinaires en debat. Toulouse, Octares Editions.
Lopes, H; Lacomblez, M; Vasconcelos, R; Pires, L; Santos, M; Calapez, T. (1998). Aplicação de metodologias de formação para adultos pouco escolarizados. Observatório do Emprego e Formação Profissional. Col. Estudos e Análises 15, Lisboa.
Pastré, P. (2004). Recherches en didactique professionnelle. Toulouse, Octares Editions.
Teiger, C. (2003). La formation à l’analyse ergonomique du travail, outil de changement des représentations pour changer le travail. In C. Martin & D. Baradat (coord). Des pratiques en réflexion. 10 ans de débats sur l’intervention ergonomique. Octares Editions, Toulouse, 53-60.