Base Knowledge
N/A
Teaching Methodologies
The seminar will be taught by professors with scientific training in the area of Portuguese Didactics, Mat, C.Soc., C.Nat., and P. Pedag. of the 1ºCEB. It will be a space for the mobilization and integration of knowledge, for establishing connections between the contents developed in the different areas in connection with the Educational Practice in the 1st CEB. The methodology to be used articulates the theoretical and practical components and includes sessions for the presentation of specific contents, study visits, group work aimed at the elaboration of interdisciplinary intervention projects, respective analysis, discussion and reflection. Assessment: Development of an interdisciplinary intervention project based on the 1st CEB (80%) + Participation in classes (20%)
Learning Results
– Identify what constitutes professional knowledge in the 1st CEB.
– Adopt a transdisciplinary, systemic and coherent vision, between current social purposes, educational aspects and pedagogical and didactic actions in the 1st CEB.
– Mobilize specific knowledge, tools and processes from different domains and content areas in the analysis of aspects of the reality of the 1st CEB.
– Deduce clues for educational intervention and investigation, based on interdisciplinary analysis and articulation, which provide integrated learning.
– Reflect on the action developed in a formative and systematic perspective.
Program
The specific contents in the domain of Portuguese, Mathematics and Study of the Environment will be developed in an integrated way and in a transdisciplinary and/or interdisciplinary perspective and will take into account the training needs identified by the Master’s students from the internship experience. They will be organized around three fundamental themes:
1. Curricular integration and its relationship with the development of new skills in 1st CEB students.
2. Fundamentals of educational action, general pedagogical principles, analysis and comparison of curricular models – alternative pedagogies; assessment of learning.
3. Specific areas of intervention by the 1ºCEB teacher, related to domains of knowledge in the areas of Portuguese, Mathematics and Environmental Studies, referring to different knowledge, attitudes and practical knowledge.
Curricular Unit Teachers
Grading Methods
- - Project - 80.0%
- - Attendance and Participation - 20.0%
Internship(s)
NAO
Bibliography
Cosme, A & Trindade, R. (2019).O projeto de Autonomia e Flexibilidade Curricular: que desafios curriculares e pedagógicos? Revista de Estudos Curriculares nº 10, vol 2, pp. 22-38.
Esteves, A, et al. (2018). Global Schools. Propostas de Integração Curricular da Educação para o Desenvolvimento e Cidadania Global no 1.º e 2.º CEB. ESSE – IPVC.
Gardner, J. (2012) Assessment and Learning. London: Sage Publications LTD.
Hudson, P. [ed.] (2013). Learning to teach in the Primary School. New York: Cambridge University Press.
Pombo, O. (2006). Interdisciplinaridade e integração dos saberes. Liinc em Revista, 1(1).
Roldão, M.C. (2010). Construção de planos individuais de trabalho e desenvolvimento profissional. Aveiro: Universidade de Aveiro.
DGE: Aprendizagens Essenciais – Ensino Básico. Disponíveis em https://www.dge.mec.pt/aprendizagens-essenciais-ensino-basico