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Contexts and Practices of Family Support in Childhood
Scholar Year: 2023/2024 - 1S
| Code: |
AF06 |
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Acronym: |
CPA |
| Scientific Fields: |
Trabalho social e Orientação |
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| TSPSFC |
20 |
|
1º |
5,0 |
45 |
135,0 |
Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
This Curricular unit aims at the development of knowledge relating to contexts and family support practices in childhood.
Is structured around the different contexts, so as to provide students, a set of situations and contexts and experiences in formal and non-formal practices of education.The program develops around the work on the ground allowing students the contact through testimonies of professionals, with a set of situations and experiences in contexts and formal and non-formal practices of education.
Learning outcomes
− Know and understand, in a way, the Childhood Education framework in Portugal.
- Know the main guiding documents of the Childhood Education in Portugal.
− Know and understand the services in different networks in childhood education in Portugal.
Syllabus
Formal education, non-formal and informal
Childhood education in Portugal: nursery and kindergarten
. History and framework;
. Analysis of the main guidance documents;
. Analysis of existing services in different networks.
Demonstration of the syllabus coherence with the UC intended learning outcomes
The content allow understand the major issues of childhood education in the Portuguese educational context, with a watchful eye to its history and legal framework. Are worked the main contexts of formal and non-formal Education in childhood education, allowing in an integrated manner the construction of knowledge through direct contact with the contexts.
Teaching methodologies
Work is organized around:
-Thematic exhibition lessons/contents of the program by the Professor
- Exposure classes/discussion of work carried out by students
- Seminars with guests from different contexts of family support in childhood
- Mandatory Visits to different non-formal and non-formal contexts of childhood education (collective and in small group).
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; the work, presented and discussed in class, the observation and analysis of different contexts and practices enables students to start perspetivar the bases and the demands of work in family and in community service.
Assessment methodologies and evidences
The evaluation will focus on the work developed and will include moments of individual work, pairs and group as well as written and oral expression activities.
Ongoing evaluation includes the following elements and respective weights:
- Attendance and participation of students -5%
- Presentation of contexts (in group) – 30%
- Report of collective visits (Individual) -50%
- Report of seminar (Individual) -15%
The not to carry out the visits provided for the different contexts makes impossible the approval at UC. A visit to an institution cannot be replaced by any other activity. Workers students should contact the Professor in the first half of the semester to analyze your situation and see if it's possible some kind of appropriateness in relation to the proposed assessment.
Attendance system
It is expected that each student is at least 75% of the sessions to review and discuss the proposed texts and perform the evaluation products in close relationship with teachers, except the students with special status (article 24 of the RFA).
Bibliography
Cardona, M. J. (2011). Educação pré-escolar ou pedagogia da educação de infância? Fundamentos e conceções subjacentes. Nuances: estudos sobre Educação, Ano XVII, v. 20, n.º 21, set./dez., 144-162.
Carvalho, I. (2000). Diferentes concepções da relação Escola-Família. Perspectivar a Educação, n° 6, 62-69.
Homem, M. L. (2002). O Jardim-de-infância e a Família - As fronteiras da cooperação. Lisboa: Instituto de Inovação Educacional .
ME-DEB. (2000) A Educação Pré-Escolar e os Cuidados para a Infância em Portugal, Lisboa, Ministério da Educação, Departamento da Educação Básica.
Silva, I.L.(coord.) (2016) Marques, L; Mata, L, Rosa, M Orientações Curriculares para a Educação Pré-Escolar. Lisboa: Ministério da Educação/ Direção Geral de Educação (DGE)
ME-DEB. (1998). Qualidade e Projeto na Educação Pré-Escolar. Lisboa: Ministério da Educação - Departamento da Educação Básica: Gabinete para a Expansão e Desenvolvimento da Educação Pré-Escolar.
ME-DEB. (2002). Organização da Componente de Apoio à Família. Lisboa: Ministério da Educação - Departamento da Educação Básica: Núcleo de Educação Pré-Escolar.
Moita, C. (2012). Para uma ética situada dos profissionais de educação de infância. Lisboa: APEI - Associação de Profissionais de Educação de Infância.
Post, J., Hohmann, M. (2003). Educação de Bebés em Infantários – Cuidados e Primeiras Aprendizagens. Lisboa: Fundação Calouste Gulbenkian.
Spodek, B. & Saracho, O. (1998), Ensinando crianças de 3 a 8 anos, Porto Alegre: Artmed.
Vasconcelos,T. et al (2003). Educação de Infância em Portugal: situações e contextos numa perspectiva de promoção da equidade e combate à exclusão. Lisboa: CNE.
Vasconcelos, T. (2009). A educação de infância no cruzamento de fronteiras. Lisboa: Texto Editores, Lda.
Vasconcelos, T. (2012). A Casa [que] se Procura - Percursos Curriculares na Educação de Infância em Portugal. Lisboa: APEI - Associação de Profissionais de Educação de Infância.
Vilhena, G; Lopes Silva, I. (2002) Organização da Componente de Apoio à Família, Lisboa, Ministério da Educação, Departamento da Educação Básica, Núcleo da Educação Pré- Escolar
Zabalza, M. (2004), Práticas Educativas em La Educación Infantil Transversalidade y Transiciones in Infância e Educação Investigação e Práticas, Porto, Revista do GEDEI nº 6, pp 7-26
Documentação oficial divulgada em vários sites (atualizar ao longo do semestre)
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