Teaching Practicum III

N/A

Having in consideration the nature of the present Curricula Unity, the resource is considered basic the diversified methodologies. Thus, the contents to teaching will have to be materialize with resource the theoretician-practical and practical lessons, of form to foment the debate, the relative research of subjects and problems to the Basic Education, the deepening of the programmatical questions and the accompaniment of the works and/or diverse activities that come to be developed by the pupils. Whenever possible, films, videos, transparencies related with the contents will be seen in order to facilitate the learning.
Continuous evaluation: Classroom performance (30% – 6 values) Portfolio (70% – 14 values) The possibility of carrying out the entire assessment of this UC by exam is excluded, given the obligation to participate in the activities carried out during the internship week.

Students should be able to:
– understand the Basic Education as a whole coherent and sequential one, despite it integrates different cycles;
– understand the importance of the joint perceives enters the different levels of education;
– perspective the School as an open Institution to the Community;
– recognize the changes operated in the Schools in what it respects to its organization as well as the new paper of the professor of Basic Education;
– identifie to the paper of 2nd Cycle and the necessity of the joint with 1st and 3rd Cycles;
– know the philosophy of 2nd Cycle of Basic Education relating it with educative practical (the educative ones);
– know strategies of evaluation of the different levels of decision making (taking), in the process of curricular adaptation.

•Basic education/Basic Education: a reality in change – the profile of the professional in the Basic education.
•Organization and educational management in the groupings of Schools.
•Basic education – from the Law of the Educative System to the everyday life of the Schools of Basic Education (2nd Cycle).
•Comment, register and analysis of referring data from horizontal and vertical organization of 2nd Cycle of Basic Education

• - Classroom performance - 30.0%
• - Portfolio - 70.0%

SIM

Albuquerque, A. M. (2001). Da literacia à ousadia: desafio na viragem do milénio. In Escola, aprendizagem e criatividade. Porto: Porto Editora.
Campos, M. d. (111-136 de Maio/Dezembro de 1993). A reforma do sistema educativo em Portugal e em Espanha: estudo comparado. Ler Educação, n.º 11/12.
DGE (2017). Perfil dos Alunos à Saída da Escolaridade Obrigatória.
Monteiro, R (2017). Estratégia Nacional de Educação para a Cidadania. DGE
Neves, M. F., & Ferreira, A. P. (2003). Dos objectivos curriculares e da formação de professores: o papel da História. Actas do I Congresso Brasileiro de Formação de Professores. Brasil: Campo Largo. Neves, M. F. (2000). Educação básica: continuidade ou ruptura. Revista Itinerários
Lei n.º 46/86
Decreto-Lei n.º 75/2008
Decreto-Lei n.º 224/2009
Decreto-Lei n.º 137/2012
Despacho normativo n.º 10-A/2015
Despacho n.º 5908/2017
Decreto-Lei n.º 55/2018
Decreto-Lei n.º 54/2018
Decreto Lei 116/2019
Decreto-Lei n.º 70/2021
Portaria 306/2021, de 17 de dezembro