Publicação
Teaching political economy in Portugal : Analysis of interdisciplinary pedagogy in master's and doctorate programs
| Resumo: | The economic discipline is experiencing a crisis of legitimacy, with students questioning the dominance of mainstream approaches to education. Despite widespread recognition of these problems, little has changed in how economics is taught. There are several solutions to address this crisis, one of them being embracing Political Economy as an interdisciplinary alternative. This thesis intends to understand Political Economy teaching in Portugal through a case study of the country's first Master's and Doctoral programs established in 2019 at ISCTE. To achieve that, first, it gives context to how Political Economy emerges as a field distinct from both mainstream and heterodox economics. Then it lays out pedagogical concepts and frameworks to understand the teaching phenomena on their terms. Afterward, it explains what Political Economy represents by positioning it as an interdisciplinary field integrating historical, social, and political contexts into economic analysis. In the methodology chapter, two methodologies are used: one to analyze the curricula from a pedagogical perspective using frameworks from Arends (2007) and Pinheiro & Ramos (2007), and the second to interview faculty members teaching mandatory courses to understand Political Economy teaching from their perspective. The research addresses how the interdisciplinary nature influences teaching, how teachers' backgrounds shape pedagogical approaches, what differences exist between Master's and Doctorate instruction, and what roles teachers and students play in the learning environment. The thesis then discusses the results, revealing that Portuguese Political Economy education embodies pluralistic and interdisciplinary approaches while demonstrating institutional innovation. It concludes by contributing to debates about the future of economics education and offering insights for similar programs. |
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| Autores principais: | Silva, Roy Alexandre Ramos |
| Assunto: | Pedagogia -- Pedagogy Teaching Economia política -- Political economy Economic phenomena Ensino Fenómenos económicos |
| Ano: | 2025 |
| País: | Portugal |
| Tipo de documento: | dissertação de mestrado |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | ISCTE |
| Idioma: | inglês |
| Origem: | Repositório ISCTE |
| Resumo: | The economic discipline is experiencing a crisis of legitimacy, with students questioning the dominance of mainstream approaches to education. Despite widespread recognition of these problems, little has changed in how economics is taught. There are several solutions to address this crisis, one of them being embracing Political Economy as an interdisciplinary alternative. This thesis intends to understand Political Economy teaching in Portugal through a case study of the country's first Master's and Doctoral programs established in 2019 at ISCTE. To achieve that, first, it gives context to how Political Economy emerges as a field distinct from both mainstream and heterodox economics. Then it lays out pedagogical concepts and frameworks to understand the teaching phenomena on their terms. Afterward, it explains what Political Economy represents by positioning it as an interdisciplinary field integrating historical, social, and political contexts into economic analysis. In the methodology chapter, two methodologies are used: one to analyze the curricula from a pedagogical perspective using frameworks from Arends (2007) and Pinheiro & Ramos (2007), and the second to interview faculty members teaching mandatory courses to understand Political Economy teaching from their perspective. The research addresses how the interdisciplinary nature influences teaching, how teachers' backgrounds shape pedagogical approaches, what differences exist between Master's and Doctorate instruction, and what roles teachers and students play in the learning environment. The thesis then discusses the results, revealing that Portuguese Political Economy education embodies pluralistic and interdisciplinary approaches while demonstrating institutional innovation. It concludes by contributing to debates about the future of economics education and offering insights for similar programs. |
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