School Organization and Ethics of the Teaching Profession


This course aims to promote knowledge and reflection about school organization and teaching profession, taking into account the characteristics and challenges that educational systems face today. It is intended to promote the development of knowledge and skills to support the intervention of teachers in shaping inclusive and socially equitable school organizations. More specifically the course seeks to enable:

. Knowledge about the models of school management and the roles assigned to the various actors that are part of the school organizations;

. Knowledge about the entities involved in educational policy-making, as well as the characteristics of the Portuguese educational system in the international context;

. Understanding of the diversity of logic and cultures of the school organization and curricular models;

. Understanding the school and the classroom operating dynamics in its complexity;

. Understanding how their own experiences as students influence the construction of a professional identity;

. Being able to assume positions in relation to ethical issues underlying the identity and professionalism of teachers;

. Being able to identify the contributions of teachers to create more inclusive school organizations, as well as more equitable schools from a social point of view.

General characterization





Responsible teacher

António Manuel Dias Domingos


Weekly - 3

Total - 62

Teaching language





BARROSO, J. (org.) (2006). A Regulação das Políticas Públicas de Educação: espaços, dinâmicas e actores. Lisboa: Educa.

ESTRELA, M. T. & CAETANO, A. P.  (org.)(2010). Ética Profissional Docente. Lisboa: Educa.

CORTEZÃO, L. (Ed.) (2007). Na girândola de significados. Polissemia de Excelências. Porto: Legis Editora

NÓVOA, A. (Ed.). (2000). Vidas de Professores. Porto : Porto Editora.

NÓVOA, A. (Ed.) (1999). Profissão Professor. Porto: Porto Editora

BARROSO, J. (org.) (2006). A Regulação das Políticas Públicas de Educação: espaços, dinâmicas e actores. Lisboa: Educa.

FREIRE, P. (1997). Pedagogia da autonomia: saberes necessários à prática educativa. São Paulo: Terra e Paz.

Lima, L. (2009). A democratização do governo das escolas públicas em Portugal. Sociologia, 19, 227-253.

Teaching method

The main teaching strategies include: oral presentation by the teacher or by a student or group of students; organization of debates in the classroom; viewing and review of short films in the classroom or on forums in Moodle platform; research on different types of sources and information media and their organization; the achievement of individual and group work tasks.

Evaluation method

Students'''' assessment considers mainly two work tasks: the individual work consists of a summary/critical review of a paper published in a scientific journal of education that addresses one of the themes of the course; the group work is an intervention project for a school, mobilizing the contents learned in the course. The final grade of the course will also consider participation in classroom sessions and activities proposed for the course.

Subject matter

1) The Portuguese educational system

1.1) Socio-historical approach

1.2) Values, guiding principles and purposes

1.3) Quantitative and qualitative characterization

1.4) Comparative education perspective


2) The school organization

2.1) Evolution of school management models and current trends

2.2) School leadership and organizational cultures

2.3) Participation and parental involvement

2.4) Levels and fields of curricular decision


3) The teaching profession

3.1) Ethical dilemmas: critical, justice and care

3.2) Difference, inclusion and equity in school

3.3) Identity and professional development

3.4) The teacher at school and in the classroom


Programs where the course is taught: