Ergonomics and Professional Development

Course: Ergonomics and Professional Development
Year:

3

Semester:

2º Semestre

Curricular Unit:

Pedagogia e Met. de Intervenção nas Act. Motoras

ECTS:

5.0

Regent:

Catarina Maria Gomes Duarte da Silva

Objectives:

To know the history of relationships between ergonomics and professional training.
To know the Portuguese social situation from the point of view of the relationships between education, professional training and work.
To justify the relevance of contextualized training based on real work analysis.
To know the theoretical and methodological assumptions of training/action approaches towards the transformation of work.
To develop a professional training proposal based on real needs identified in curricular units of Internship I and II.

Contents:

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.

Evaluation:

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.

Bibliography:

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.

Program in pdf:

Português

English

2019/2020

2019/2020

2018/2019

2018/2019

2017/2018

2017/2018

2016/2017

2016/2017

2015/2016

2015/2016

2014/2015

2014/2015

2013/2014

2013/2014



Erasmus Incoming