Didactics of the History and Geography of Portugal

Scholar Year: 2023/2024 - A

Courses

Head Teacher Responsability Ana Maria Pires Pessoa Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 1 0,80 Ana Maria Pessoa   0,40 Carlos Cruz   0,40

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

The Didactics of History and Geography of Portugal program focuses particularly on the curricular aspects of the History and Geography of Portugal subject and is informed by different official curricular organization and management documents as well as specific academic recommendations.
The aim, essentially, is to develop the scientific skills already acquired in the first cycle of the Basic Education course, in the fields of History and Geography, in order to deepen the construction of a professional profile in these specific components. Specific skills are also developed in the areas of History and Geography teaching, above all seen as essential and identity components not only on a local scale, but also on a regional and local scale. Only they allow the linking of knowledge from different areas, which without a temporal and spatial connection becomes unintelligible. The role of historical education and geographic education in the first years of schooling is analyzed, based on the theoretical assumptions that support current didactic guidelines. The locative and temporal dimensions are integrated into their practices, as well as their interpenetration from an ecological perspective , and dynamic elements at various scales are valued in these same dimensions. The learning experiences necessary to construct concepts and develop specific skills in History and Geography are planned, taking into account the resources and time available and the characteristics of the 1st and 2nd CEB students.Strategies are used to understand and analyze connections between territories and time periods, namely the use of communication and information technologies, the construction of simple objects, the use of models, problem solving and debate and case analysis real, from the perspective of sustainable development. Based on the realities they already know and the observations they make, they reflect on original and creative solutions in the design of activity plans, in the development of teaching materials and assessment instruments, suitable for students. It is intended that students also become familiar with teaching methodologies specific to History and Geography, highlighting the use of knowledge, skills and competencies in the areas of History and Geography teaching in an integrative way. The organizational structure and logic of integrated approaches to the teaching/learning of History and Geography are understood while mobilizing and integrating relevant knowledge, skills, attitudes and values in the design and planning of teaching/learning activities. Autonomy and the ability to work collaboratively are promoted, whether in reading and researching theoretical documents or in the construction of learning resources suitable for teaching History and Geography

Syllabus

Fundamental concepts
Organization and curricular guidelines for basic education.
Organization of teaching/learning History and Geography.
Essential learning from the History and Geography of Portugal.
Specific methodologies for teaching History and Geography.
Integrative methodologies in the teaching/learning of History and Geography.
Teaching methods and techniques: use of research work, project work, audio-scripto-visual documents, from a constructivist and discovery perspective. Social networks and sources/use in History and Geography.
Teaching planning and practice: objectives, content, learning strategies and teaching resources; evaluation of teaching and learning; assessment forms and instruments
Design of pedagogical-didactic projects for the integrated teaching of History and Geography of Portugal

Demonstration of the syllabus coherence with the UC intended learning outcomes

The syllabus focuses on the construction of an integrated structure to approach specific didactics of History and Geography. History and Geography are integrated in order to avoid the partition between Human Geography and Physical Geography and integrated and multidimensional with History in order to encourage the development of values and attitudes of understanding historical-geographical complexities and combat the tendency to carry out descriptive and disjointed teaching, between related areas.
The importance given to planning, teaching practice and its evaluation highlights the importance of supporting students on their learning and intervention journey

Teaching methodologies

In-person classes include theoretical exposition, discussion activities and preparation of practical activities on integrative themes of the History and Geography of Portugal, whenever possible in a comparative way without neglecting global phenomena and their territorialization.
The following learning situations are planned: a) analysis of various texts and documents; b) analysis of cartography maps, images; c) analyzes of local stories and historical characters; d) preparation of online summaries and comments; d) discussion of recent research results in didactics; e) planning of practical activities aimed at second cycle students, with an emphasis on historical-geographical controversies; f) presentation, discussion and self-evaluation of activities, with critical analysis of their educational potential.
The planned tutorial support refers to support for each student or groups in carrying out the work and individual support whenever necessary. This monitoring will be in person and remotely.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

A metodologia adotada é centrada no estudante que se vê perante o desafio de usar conteúdos científicos e refletir sobre as planificações nas sessões de ensino/aprendizagem com as crianças com as quais irá trabalhar no período de observação e projetando-as ao longo da sua prática profissional. A diversidade de processos de trabalho, realçando a componente prática, visa conferir aos/às estudantes a oportunidade de construírem ou refletirem sobre planificações de sequências de aprendizagem adequadas aos alunos dos 1º e 2º ciclos do ensino básico, fundamentadas nas teorias que sustentas as perspetivas de abordagem à História e à Geografia de Portugal. Além disso, procura-se contribuir para uma adequada intervenção dos futuros professores na prática de ensino, apoiando-os na avaliação do processo de ensino-aprendizagem e na reflexão sobre as potencialidades educativas dessas práticas.

Assessment methodologies and evidences

For assessment there will be two specific products:
- a critical reflection, to be delivered by the end of the 1st semester, on the theoretical issues of History teaching and on the data obtained during the observation period in context - 50%
- a critical reflection on Geography teaching issues - 50%
A guiding document will be made available for each of the activities. distribute in face-to-face session

Bibliography

Dalongeville A. (2006). Enseigner l´Histoire à l´École. Hachette
Hayes, C. (2015). New complete geography Teacher’s Handbook. Routledge
Henriques, R. & Pintassilgo, J. (2013). Ensino da história e inovação pedagógica na transição para a democracia: Portugal, décadas de 1960 e 1970. Revista História Hoje, 2, (4), 125-148.
Jimenez, A. & Gaite, A. (1996). Enseñar Geografia: de la Teoria a la Práctica. Editorial Síntesis
Le Pellec, J. & Marcos Alvarez, V. (1991). Enseigner l´Histoire: Un métier qui s´apprend. Hachette Éducation.
Nóvoa (2022). Escolas e professores: Proteger, transformar, valorizar. SEC/IAT.
Pagès, J. (2009). Las Ciencias sociales, geografía e historia y el desarrollo de competencias ciudadanas. El Busgosu. Revista de Innovación Educativa, 8, 6-15
Postman, N. (2010). Se distraire à en mourir. Pluriel
Santos, L. (2000). O Ensino da história e a educação para a cidadania: concepções e práticas de professores. Instituto de Inovação Educacional
Thémines, J. (2006). Enseigner la Géographie: un métier qui s¿apprend. Hachette Éducation

Observations

In the bibliographical support, many other works, sites and materials are recommended, which are presented in each session, specifically aimed at the themes covered in them.

A specific tutorial session is expected for the students that work, till 15 days before the final exam, if it will be the assessment option.