Childhood Pedagogy

Scholar Year: 2023/2024 - 1S

Courses

Head Teacher Responsability Sofia Gago da Silva Corrêa Figueira 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 3,00 Ilda Clara Cruz Rodrigues   3,00

Teaching language

Portuguese

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

This Curricular unit is fundamental to the understanding of "doing pedagogic" in childhood education, allowing students a thorough understanding of the thinking of pedagogues for the childhood education.

Learning outcome
. Know and understand, in a way, the ways of "doing pedagogic" in childhood education, drawing on educators.
. Understand the pedagogical contexts in the light of the knowledge constructed.
. Mobilize action in general knowledge about childhood education through analysis of the scientific literature.

Syllabus

The ways of "doing pedagogic" in childhood education:

Friedrich Froebel;
Maria Montessori;
John Dewey;
Célestin Freinet;
Jean Piaget;
Jerome Bruner;
Loris Malaguzzi;
João dos Santos;
Paulo Freire;
Lev Vygotsky.

Demonstration of the syllabus coherence with the UC intended learning outcomes

The program allows students learn about the pedagogues of reference for early childhood education, allowing them to build an understanding of the fundamental concepts of education for early childhood education.

Teaching methodologies

The work is organized around:
- Thematic exhibition lessons/contents of the program by the Professor.
- Analysis of texts, exhibition and discussion of work carried out by students.

It is expected that each student frequent at least 75% of the sessions to review and discuss the proposed texts and perform the evaluation products in close relationship with teachers.

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

The joint between the work done in the classroom more expository and the work carried out, presented and discussed in class, enables students to understand the ways of acting in childhood education pedagogic, favoring analytic spaces for reflection.

Assessment methodologies and evidences

Work is organized around:
- Thematic exhibition lessons/contents of the program by the Professor
- Analysis of texts, exhibition and discussion of work carried out by students

Attendance system

Each student must be present in at least 75% of the sessions to review and discuss proposed texts and conduct assessment products in close relation with teachers, except students with special status

Bibliography

APEI - Associação de Profissionais de Educação de Infância. Cadernos de Educação (publicação quadrimestral). Vários números.
Branco, M. E. (2000). Vida, pensamento e obra de João dos Santos. Lisboa: Livros Horizonte. Bruner, J. (2000). Cultura da educação. Lisboa: Edições 70.
Dewey, J. (2005). A Conceção Democrática da Educação. (M. A. Vieira, Trad.) Viseu: Livraria Pretexto.

Edwards, C., Gandini, L., & Forman, G. (1999). As Cem Linguagens da Criança. A Abordagem de Reggio Emilia na Educação da Primeira Infância. Porto Alegre: Artmed.

Freinet, É. (1983) O itinerário de Célestin Freinet:: a expressão livre na Pedagogia Freinet. Lisboa: Livros Horizonte.

Freire, P. (1971). Educação como prática da liberdade (3ª ed.). Rio de Janeiro: Paz e Terra.

Freire, P. (2005). Pedagogia da Autonomia: Saberes Necessários à Prática Educativa (31ª ed.).
S. Paulo: Paz e Terra.

Neves, M. C. (2006). Da vida na escola: histórias com crianças dentro. Porto : Asa.

Niza, S. (2012). Escritos sobre Educação. (A. Nóvoa, F. Marcelino, & J. R. Ó, Edits.) Lisboa: Tinta-da-China.

Nunes, A. (2002). Freinet, actualidade pedagógica de uma obra. Porto: Asa.

Oliveira-Formosinho, J.; Kishimoto, T. M.; Pinazza, M. A., (2007). Pedagogia(s) da infância: dialogando com o passado. Construindo o futuro. Porto Alegre: Artmed.


Oliveira-Formosinho, J. & Kishimoto (Orgs.), (2013). Em Busca da Pedagogia da Infância: Pertencer e Participar. Porto Alegre: Penso Editora.

Palangana, I. (2001). Desenvolvimento e Aprendizagem em Piaget e Vygotsky a relevância do social (5ª ed.). São Paulo: Summus Editora

Pennac, D. (2009). Mágoas da escola. Porto: Porto Editora.

Rohrs, H. (2010). Maria Montessori. Coleção Educadores. Recife: Editora Massangana
Silva, C. V. (2020). A operacionalização do modelo Highscope em em 1º ceb: um estudo na escola-modelo em Portugal. Relatório da PES para obtenção do grau de mestre em EPE e ensino do 1º ceb. ISPA/ESEI Maria Ulrich. Lisboa

Vygotsky, L. (1991). A formação social da mente. São Paulo. Livraria Martins Fontes Editora