Childhood Pedagogy

Ficha de unidade curricular - Ano letivo 2021/2022

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

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.

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.

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

Rohrs, H. (2010). Maria Montessori. Coleção Educadores. Recife: Editora Massangana

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