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Intercultural Education and Pedagogical Differentiation

Scholar Year: 2019/2020 - 1S

Code: MPE10020    Acronym: EIDP
Scientific Fields: Área Educacional Geral
Section/Department: Communication and Language Sciences

Courses

Acronym N. of students Study Plan Curricular year ECTS Contact hours Total Time
MPE 11 Study Plan 3,0 36 81,0

Teaching weeks: 15

Head

TeacherResponsability
Ana Cristina Crespo Pires SequeiraHead

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 2,40
Ana Cristina Sequeira   2,40

Teaching language

Portuguese

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

Addressing education as a social problem in permanent reconfiguration.
Understanding the socio-cultural diversity that characterizes contemporary societies, as well as its causes and implications for education.
Meet different educational approaches, social and political to cultural diversity.
Meet conditions necessary to establish an intercultural educational project.
Identify strategies that reduce prejudice and discrimination.
Analyze teaching materials in a multicultural perspective, including programmers and textbooks.
Knowing the different types of pedagogic differentiation.
Know how to build pedagogical differentiation in classroom settings finding the most suitable answers to the promotion of integration and student success.
Knowing contributions of national and international research in this field.

Syllabus

The conceptions of difference and the organization of the educational work.
The pedagogy of "unsuitable" pedagogy for everyone.
The foundations of Intercultural Education.
Theories and practices of Intercultural Education.
Perspective about the school, the action of the teacher and the student:
- Different heterogeneities in the classroom;
- Programs and textbooks: critical analysis an intercultural dimension;
- The monocultural perspective to an intercultural project.
National and international research on the issues under study.


Demonstration of the syllabus coherence with the UC intended learning outcomes

The articulation assumes that objectives and contents enable the students with the knowledge and the stimulus for analysis, reflection and debate in the Intercultural Education and Pedagogical Differentiation as well as encourage them for the development of skills that prepared them as future professional to appropriately intervention heterogeneous educational contexts. This practice requires skills so that in context, pedagogically address differences in an inclusive way.

Teaching methodologies

Different themes will be addressed giving priority a methodology that encourages reflection and the participation of the students, activities shall be conducted in:
- Analysis of curriculum guidelines, programs, manuals and different teaching materials from an intercultural perspective;
- Presentation and discussion of papers prepared by the students;
- Analysis and discussion of texts in order to develop in the students the critical skills of analysis and self-training.

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

The objective of the course is to prepare the studentsl, to act in schools, classes and heterogeneous communities, theoretical and practical methodology, and seminar, it seems particularly appropriate both to provide the essential knowledge to informed participation in discussions to develop in class and to allow the students to the issues of depth that consider particularly important in the context of their training.
It is considered that the analysis and discussion of texts, the appropriation and the use of different concepts, the questioning of concrete situations and/or known, the analysis of materials (curriculum guidelines, programs, manuals and other teaching materials), the analysis of appropriate intervention proposals to school contexts of diversity at various levels, are indicators of the articulation methodologies and learning objectives to be that the students evidencing. It is also considered that this statement is consistent building materials to include all the students.

Assessment methodologies and evidences

The assessment includes:
Participation and discussion on the topics addressed in class (25%); Reading sheet (individual work) (25%); Analysis of a textbook or development of intercultural work proposal for all students (group work) (50%).

Attendance system

Presential.

Bibliography

Banks, J. (2002). A educação multicultural das crianças em idade pré- escolar: atitudes raciais e étnicas e sua alteração. In, Spodek, B.(Org.) Manual de Investigação em Educação de Infância. Lisboa: Fundação Calouste Gulbenkian.
Bizarro, R. (2006). Como abordar… A escola e a diversidade cultural- multiculturalismo, interculturalismo e educação. Porto: Areal Editores.
Cardoso, C. (Coord.) (1998-2000). Gestão Intercultural do Currículo. 1º, 2º e 3º Ciclos. Lisboa: ME – Secretariado Coordenador dos Programas de Educação
Díaz-Aguado, Mª J. (2000). Educação Intercultural e Aprendizagem Cooperativa. Porto: Porto Editora.
Cortezão, L. (2001). Acerca da ambiguidade das práticas multiculturais: Necessidade de vigilância crítica hoje e amanhã. In: D. Rodrigues (Org.), Educação e diferença: Valores e práticas para uma educação inclusiva (pp. 49-65). Porto: Porto Editora.
Graves-Resende, L.; Soares, J. (2002). Diferenciação Pedagógica. Lisboa: Universidade Aberta.
ILTEC (2013). Ensino do Português como Língua Não Materna: Estratégias, Materiais e Formação. Lisboa: Fundação Calouste Gulbenkian.
Kakn, S. (2010) Pédagogie différenciée. Brussels: de Boeck.
Perrenoud, Ph. (2001). A Pedagogia na Escola das Diferenças. Fragmentos de uma sociologia do fracasso. Porto Alegre: Artmed Editora.
UNESCO (2004). Changing Teaching Practices - using curriculum differentiation to respond to students`diversity. Paris: United Nations Educational, Scientific and Cultural Organization.

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