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Expressive Pedagogies and Inclusive Education
Scholar Year: 2023/2024 - 1S
| Code: |
MEPAI03 |
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Acronym: |
PEEI |
| Scientific Fields: |
Ciências da Educação(integra Educação e Pedagogia) |
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| MEPAI |
12 |
|
1º |
6,0 |
45 |
162,0 |
Teaching language
Portuguese
Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)
- Acquire and deepen knowledge about the expressive pedagogies in the field of Inclusive Education.
- Critically analyse projects, actions and research in the field of Expressive Pedagogies.
- Demonstrate ability to face challenges and solve educational problems in a creative, innovative and cooperative way, encouraging the participation and success of all students.
- Plan, implement and evaluate proposals for expressive pedagogies for the motivation, promotion of participation and interpersonal relationships, for the teaching of content and evaluation and research in educational settings.
Syllabus
1.Expressive Pedagogies and Inclusive Education:
The Place of Active Methods in Inclusive Education
The place of Expressive Pedagogies in Active Methods
The impressions and expressions of the body.
The body as a place of exclusion.
Research in Expressive Pedagogies
2.Expressive Pedagogies: effects and effectiveness based on evidence.
Effects of expressions on learning, development and aesthetic and sociocultural identity.
Expressive Pedagogies: Indicators of effectiveness in building a more inclusive education.
3.Expressive Pedagogies in the Intervention in Inclusive Education:
Sociodrama
Artpedagogy
Musicopedagogy
Dance pedagogy
Other pedagogical-expressive dimensions
Demonstration of the syllabus coherence with the UC intended learning outcomes
In order to acquire and deepen knowledge, as well as to critically analyse projects, actions and research within the scope of Expressive Pedagogies, content relating to Expressive Pedagogies and Inclusive Education will be presented and discussed. To demonstrate ability to face challenges and solve educational problems in a creative, innovative and cooperative way, favouring the participation and success of all their students, students will experience practical inclusive education classes developed through expressive pedagogies. In order to plan, carry out and evaluate expressive pedagogical proposals for motivation, promoting participation and interpersonal relationships, content teaching, knowledge assessment and research in educational contexts, the effects and effectiveness indicators of expressive pedagogies will be presented and examples of expressive pedagogies in their various dimensions will be experienced.
Teaching methodologies
The Expressive Pedagogies will be the very methodology used to approach the contents foreseen in this CU. Role-play, fishbowl, sociodrama, music pedagogy and other actions coming from the expressions will be used for the construction, consolidation and evaluation of knowledge.
The sessions at a distance are synchronous and intended for expository-dialogue moments, tutorials and the experience of expressive pedagogies in a virtual context. For this, several digital expressive and collaborative learning environments will be used, namely Wonder.Me, VideoAnt, Kumospace and Zoom.
Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes
The teaching methodologies are directly related to the learning objectives, as the acquisition of knowledge and critical analysis will take place in an active and expressive manner. The demonstration of creative capacity and the planning and implementation of action proposals through expressive pedagogies will take place in an active, practical and co-determined way by the teacher and the group of students who share the learning experiences that occur in each class.
The methodologies, moreover, have the pedagogical isomorphism desired in professional training contexts, since the students will be taught in a symmetrical way to the way it is intended that they teach their future students, in real contexts of formal, non-formal and/or informal education.
Assessment methodologies and evidences
The evaluation will be composed:
- quality and relevance of participation (10%),
- learning portfolio, autonomous research and reflections (30%)
- planning and presentation of a lesson/session, on a school content (or other) to be chosen, developed through Expressive Pedagogies (60%).
Attendance system
According to the regulation.
Assement and Attendance registers
| Description |
Type |
Tempo (horas) |
End Date |
| Attendance (estimated) |
Classes |
0 |
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Total: |
0 |
Bibliography
Blatner, A. (Ed.) (2019) Action Explorations: using psychodramatic methods in non-therapeutic settings. Seatle, Parallax Productions.
Florian, L. (2015) Inclusive Pedagogy, Scottish Educational Review 47(1), 5-14.
Mreiwed, H., Carter, M. & Shabtay, A. (2017) Building classroom community through drama education, NJ, 41:1, 44-57.
Lima-Rodrigues, L.M.S. (2017) Formação ativa e expressiva de professores: “bagunçando o coreto” para estimular a inclusão! Revista Educação Especial, 30(59), 709-722.
Lima-Rodrigues, L.M.S. As atividades expressivas como alavanca para o desenvolvimento, a aprendizagem e a identidade estética e sociocultural das crianças. Educação Inclusiva, Vol. 3, n.º 2, 2012.
Rodrigues, D.; Lima-Rodrigues, L.M.S. Formação de professores e Inclusão: como se reformam os reformadores? Educar em Revista, Curitiba, n. 41, jul./set., 2011.
Udvari‐Solner, A. & Kluth, P. (2017) Joyful Learning: Active and Collaborative Learning in Inclusive Classrooms. 2nd Ed. California: Corwin Press.
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