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Fundamentals of Educational Action

Scholar Year: 2019/2020 - A

Code: MPE10016    Acronym: FAP
Scientific Fields: Área Educacional Geral
Section/Department: Social Sciences and Education

Courses

Acronym N. of students Study Plan Curricular year ECTS Contact hours Total Time
MPE 23 Study Plan 5,0 60 135,0

Teaching weeks: 30

Head

TeacherResponsability
Ana Francisca da Silva MouraHead

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 2,00
Ana Moura   2,00
Luzia Lima-Rodrigues   0,96

Teaching language

Portuguese

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

Develop the pedagogical relationship established between teacher and student as interpersonal
encounter.
• Understand teaching as a mediator object between teacher and learner.
• Perceive and recognize the contingencies socio-historical, intrapsychic and interpersonal teaching
profession.
• Observe and describe the dynamics of the educational act.
• Identify and describe the resistance as well as facilitators in the various phases of the dynamics of action.
• Understand the complexity of the education act.
• Develop a reflective act as a partner in education.

Syllabus

• Political and ethical dimensions of the teaching profession
Challenges and dilemmas in the teaching profession.
Teachers as knowledge workers.
Transmit the culture/innovate and transform the world.
Fantasy of the teaching
Among the "local knowledge" and universal authoritative analysis.
• Characteristics of the teaching profession
The profession as a profession of the human
General educators: reference knowledge, scientific knowledge and knowledge of the ordinary.
Teachers as experts of the pedagogical relationships
Module II•
• Learning as the core of the educational act
Curriculum: conceptions
Teaching and learning: the nature of the processes
Learning: dynamics and the role of other
Learning: resistances and its evidences
• Assessment of learning as a tool for learning
Assessment: from measure to the social relationship
Formative assessment: the feedback
Formative assessment: tools and practices


Demonstration of the syllabus coherence with the UC intended learning outcomes

This UC is intended as an area of knowledge and reflection on the education act set. Thus, content and
pedagogical work that are organized in two modules focus respectively: (i) on the ethical and political
dimensions of the educational act, in the perspective of reflection and action, (ii) on the educational act in
context, looking understand their meanings, problems arising from the action, in particular near its
protagonists and its impacts both social and personal. These aspects are the central core of the teacher
job: know what students do to learn and how to support them in this work, given that all the teacher's
action unfolds in a specific social and organizational context.

Teaching methodologies

The activities seek to create conditions for achieving the objectives of the Course through the analysis of
practices and their relationship with concepts that "light" and are projected in new directions for action.

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

The methods followed vary according to the objectives of UC which are intended to work. Sessions include
group work, which addresses the major conceptual frameworks set out by the teacher for students working
here at a seminar spurred by students individually or working groups. Included workshops in group
situations or deepening of actual cases or constructed episodes of the classroom. This methodology aims
to ensure the centrality of participation of all students in a study of knowledge construction having
privileged process and reflection on action.
In terms of assessment for the addition of participation during the working sessions of the UC (classes) for
a group evaluation on the analysis of episodes of classroom and individual work where you want to see the
appropriation of the conceptual tools and their use worked under this UC.

Bibliography

Brunner, J (1996). The culture of education. Cambridge: MA, Harvard University Press.
Daniels, H. ( 2001) Vygotsky e a Pedagogia, São Paulo, Ed. Loyola.
Illeris, K. (2009) Contemporary theories of learnig. London: Routledge
Kaës, R., Anzieu, D. & Thomas, L. (1984). Fantasme et formation. Paris: Bordas.
Maguire, M; Wooldridge, T; Pratt-Adams, S. (2010) The Urban Primary School. Londres: Open University
Press.
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.
J. Onrubia; I. Sole & A. Zabalza (Auts.), O construtivismo na sala de aula (pp. 8-27). Porto: ASA Editores
Varela, F. (1996-b). Quel savoir pour l’éthique ? Paris: Éditions La Découverte.
Pedagogie: www.meirieu.com

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Página gerada em: 2024-03-29 às 07:45:50