Fundamentals of Pedagogical Action

Scholar Year: 2023/2024 - 1S

Courses

Head Teacher Responsability Elisabete Maria Xavier Vieira Gomes 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 4,00 Carla Cibele Figueiredo   4,00

Teaching language

Portuguese

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

Conceiving the pedagogical relationship, established between teacher and child(ren) as an interpersonal encounter marked by narrative identities
constituted over life.
Perceive and recognize the socio-historical, intrapsychic and interpersonal contingencies of the teaching profession;
Understand the complexity of the pedagogical action;
Framing research in education as an inherent dimension to the development of professional teaching knowledge;
Develop a critical and reflective attitude towards your life path at school and your future project as a professional in educational action.

Syllabus

Module I • Political, ethical and epistemological dimensions of the teaching profession
Challenges and dilemmas of the teaching profession in the context of the Portuguese education system;
The teaching profession as a human profession;
Teachers as specialists in the pedagogical relationship;
Teachers as intellectual workers;
The contribution of research to the process of building professional teaching knowledge.
Module II • Learning and pedagogical action
Curriculum and pedagogy: some perspectives;
Teaching and learning: nature of processes;
Assessment of learning as an instrument at the service of learning and teaching;
Evaluation: from measure to social relationship;
Formative assessment: instruments and practices.

Demonstration of the syllabus coherence with the UC intended learning outcomes

This Curricular Unit intends to constitute a space for knowledge and reflection on the pedagogical action, triggering the process of construction of professional knowledge. Thus, the contents and the pedagogical work are organized into two modules and focus respectively:
(i) on the political, ethical and epistemological dimensions of the teaching profession;
(ii) on learning and pedagogical action, seeking to understand the implications of curricular and pedagogical options, the nature of learning and the place of assessment in the teaching-learning process.

Teaching methodologies

The activities to be developed seek to create conditions to achieve the objectives of this Curricular Unit through the analysis of practices and their articulation with the concepts that illuminate it.
Collective analysis and debate sessions will be organized based on readings recommended by teachers; analysis and reflection sessions based on the students' life stories as children/students, and fieldwork preparation sessions with a view to collecting data on the characteristics and the dilemmas of the teaching profession, with an emphasis on its pedagogical dimensions. These sessions will be accompanied by moments of explanation by the teachers aiming to build a theoretical framework of reference that will underpin and broaden the students' reflection.

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

The methodologies followed are varied according to the objectives the CU aims to work. It is intended to ensure the centrality of the participation of all students in knowledge construction work, through different sources of access and knowledge development. In this sense, it proposes a variety of strategies that include commented reading, biography and the collection of empirical data, which will allow to establish the complexity of the pedagogical action and the teaching profession. In terms of evaluation, in addition to participation throughout the CU work sessions (classes), there is a group work based on the data collected in field work and an individual work where it is intended to understand the appropriation of conceptual instruments and their use worked in the scope of this UC, thus seeking to harmonize the pedagogical process and the learning carried out.

Assessment methodologies and evidences

The evaluation includes:
- active participation of students (with evidence of recommended readings and relevance of interventions in discussion and sharing sessions) –
20%;
- individual work – 40%;
- group work – 40%.

Bibliography

Gama, S. d. (2011). Diário. Lisboa: Presença.
Gomes, E. X. (2015). Quem tem medo da pedagogia? Contributos da teoria contemporânea da educação para resistir ao regresso ao básico. Revista
Brasileira de Educação, 20 (63), 949-973.
Niza, S. (2012). Escritos sobre Educação. (A. Nóvoa, F. Marcelino, & J. R. Ó, Edits.) Lisboa: Tinta-da-China.
Nóvoa, A. (2005). Evidentemente. Histórias da Educação. Porto: Asa.
Nóvoa, A. (2017). Firmar a posição como professor. Afirmar a profissão docente. Cadernos de Pesquisa, 47, n. 166, 1106-1133.
Daniels, H. ( 2001) Vygotsky e a Pedagogia. Ed. Loyola.
Illeris, K. (2009) Contemporary theories of learnig. London: Routledge
Meurieu, Ph. (1995). La pédagogie entre le dire et le faire. Paris: ESF Éditeur.
Nascimento, E., Gonçalves, J., Fernandes, F., & Leitão, P. (2004). Da ética à utopia em educação. Porto:
Edições Afrontamento.
Pinto, J. & Santos, L. (2006). Modelos de avaliação das aprendizagens. Lisboa: Universidade Aberta.