History

Scholar Year: 2017/2018 - 1S

Courses

Head Teacher Responsability Albérico Afonso Costa Alho 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 2 8,00 Albérico Afonso   8,00

Teaching language

Portuguese

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

In this Unit students have to use historical concepts in a critical view of the past/present history and they have to understand the importance of the past in the present. To identify historical data and to put them as part of the complex reality is another aim of the Unit. When analising historical sources, students are required to understand, to interpretate and to organize questions to ask to those documents.
When they have to read the present day facts, students have to use different languages (written, audiovisual...) and they have to understand the present day world problems.
They have to be able to present both oral and written essays, regarding all the concepts and the historical arguments to understand each problem.

Syllabus

The most important contents in this Unit are: Methodology problems in History; The beginning of the country; from the conquest to a kingdom and from there to a nation; The overseas period; from absolutism to liberalism; Contemporary issues – 1820/1910; The Republican regime and the difficulties of a liberal country; Dictature – growth, agony and death; From the 25 th april 1974 to the present days.

Demonstration of the syllabus coherence with the UC intended learning outcomes

With this contents students will be able to know, to understand, to discuss and to see all the different points of view for the facts and the explanations for the national History they will have to teach in primary and 2nd cycle classes.

Teaching methodologies

In this Unit different methodologies are used: students attend classes where the teacher uses theory regarding the identification and the comprehension of facts; they have group or individual sessions where they are oriented by the teacher in order to do the research they need to do their essays; they have group sessions where the methodological subjects are explained and they have to do, by their own, a scientific paper using primary sources of information.
The final test is used to identify the personal abilities in reading, interpreting and exposing the contents they have previously studied.

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

The classes where the teacher presents the most important concepts students have to deal with are used to identify and to reflect on the paedagogical ideas, the educational actors and the pratice in the daily teacher work; The contact students have with original data and sources gives them the possibility of studying different facts and to understand the different interpretations that historians can do over it; the original essay students have to present gives them the possibility of using all the primary sources available and to produce original reflexions about a subject.

Assessment methodologies and evidences

For final evaluation each student must write a small paper/essay (50%), to work in classes (25%)and to answer a final theory writen test (25%).

Attendance system

Students have to attend 75% of the classes.

Bibliography

Dicionário de História de Portugal, direcção de Joel Serrão, [2.ª edição], 6 vols, Porto, Figueirinhas, 1981.
Nova História de Portugal, direcção de Joel Serrão e A. H. de Oliveira Marques, Lisboa, Presença, 1987-2001.
ALHO, Albérico Afonso Costa, (2011) Salazar e a Escola Técnica – Uma reforma tolerada num regime intolerante, ed. Parceria A.M. Pereira, Lisboa.
MORENO, Humberto Baquero) [coord.], DUARTE (Luís Miguel), AMARAL (Luís Carlos) e FERREIRA (Maria da Conceição Falcão), História de Portugal Medievo: político e institucional, 2 vols., Lisboa, Universidade Aberta, 1995.
PINTASSILGO, Joaquim, A República e Formação de Cidadãos. (A educação cívica nas escolas primárias da primeira República Portuguesa), Edições Colibri, Lisboa, 1998.
ROSAS, Fernando e Pedro Aires de Oliveira (coordenação), A transição falhada – o marcelismo e o fim do Estado Novo (1968-1974), Notícias Editorial, Lisboa, 2004.