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Pedagogical Diferenciation and Curricular-Development
Scholar Year: 2018/2019 - 2S
| Code: |
PG_EE07 |
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Acronym: |
PDDC |
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| PG_EE |
17 |
|
1º |
4,0 |
15 |
|
Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
The main objective of this course is to analyze the concept of differentiated pedagogy and related issues, including the design of curriculum differentiation that structured historically as a solution not inclusive. In this sense it is intended that the students are able to:
-Develop scientific training to in-depth level on the problems of pedagogical differentiation
-Reflect on the contradictions of pedagogic discourse
-Understand the pedagogical differentiation concerns teachers, the educational system and teaching devices
-Understand that it is futile to differentiate unable to provide essential learning pedagogies
-Improve the strategies for the development of an inclusive professional culture-developing skills for guidance and supervision in the differentiated and inclusive pedagogical practice
Syllabus
It is intended that this program is flexible and scalable: adjustments shall be made in accordance with the interests and of pedagogical developments of students. The syllabus will be developed around the following axes:
I. contradictions of pedagogic discourse
II. curriculum Differentiation
III. Differentiate the pedagogy: why?
IV. Differentiate the pedagogy: how?
V. Ethics Pedagogy and children's rights
Demonstration of the syllabus coherence with the UC intended learning outcomes
The differentiated part of the pedagogy that classroom the teacher should teach children that have capabilities and ways of learning. Differentiated pedagogy attempts to respond to this heterogeneity in particular to children with special needs educatvas. In this sense the contents focus on understanding of questioning the way school, in particular the design of curriculum differentiation that structured historically as a solution not inclusive. To this end, the content will focus on the study of the curriculum as one of the central aspects to be taken into account when seeking an inclusive education.
Teaching methodologies
The program will organize around their own content and will be developed alternately. Exhibition times followed days of debate. The times of reading texts in small group, here are moments of plenary debate.
The follow-up tutorial, personal or group, shall consist of a complete orientation and organization of thematic study to deepen, in addition to the clarification of doubts arising therefrom. Can be done in person or at a distance.
Each student is expected to participate in the discussion of the issues under review, as well as in the work proposed; (b) read, analyze and discuss the proposed texts; (c) perform the requested assessment products, highlighting, with clarity and precision, the knowledge gained; (d) engage in study/preparation for the various evaluation activities.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
With the theoretical expositions intend to critical interrogation of the contents of the program that allow the involvement and participation of students in the debate on each of the content.
Knowledge and skills acquired by students in their various contexts of life are considered core resources. It is intended that the knowledge to be acquired by students are constructed in conjunction with those same knowledge.
Assessment methodologies and evidences
Ongoing evaluation will focus on the working sessions, the processes used and the academic student productions. Each student will produce a personal work that consists of exploratory testing of one of the themes of the program. The delimitation of the topic should be negotiated with the professor.
The weight of this product at the final mark assigned to each student is 100%.
Attendance system
75% attendance
Assement and Attendance registers
| Description |
Type |
Tempo (horas) |
End Date |
| Attendance (estimated) |
Classes |
14 |
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Total: |
14 |
Bibliography
Allen, (2005). Inclusion as an ethical project. In S. Termain (Ed.), Foucault and the government of disability (pp. 281-297). Ann Arbor, MI: University of Michigan Press.
Anderson, R.C. (2006). Teaching (with) disability: Pedagogies of lived experience. The Review of Education, Pedagogy, and Cultural Studies, 28, 367-379.
Antunes, F. (2008). Nova ordem educacional, Espaço Europeu de Educação e Aprendizagem ao Longo da Vida: Actores, Processos e Instituições. Coimbra: Almedina.
Ball, S. (2006). Education policy and social class. London and New York, Routledge.
Barroso, J. (2006). O Estado e a Educação: a Regulação transnacional, a regulação nacional e a regulação local. In: A regulação das políticas públicas de educação. Espaços, dinâmicas e actores. Lisboa: Educa.
Meirieu, P. (2002). A Pedagogia entre o Dizer e o Fazer. Porto Alegre: Artmed
(2005). O Cotidiano da Escola e da Sala de Aula. Porto Alegre: Artmed
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