Didática na Gestão Curricular

Learning objectives
Know both general and disciplinary didactic perspectives Recognize the importance of scientific, pedagogical and didactic articulation in the different stages of curricular management Critically analyze models of inter and intradisciplinary pedagogical practices Articulate coherently theory, practices and resources to improve teaching professional practice Develop training proposals based on innovative pedagogical-didactic approaches Strengthen professional skills in didactic analysis processes

Syllabus
1. Theoretical-methodological referents in Didactics 2. Didactics in curricula management and innovation 2.1 Contributions to curriculum design 2.2 Perspectives for educational action 2.3 Models and resources for assessment 3. Didactic perspectives for curricular areas

Teaching methodologies (including evalution)

The diversity of the types selected for the course contact hours will combine expository intent (centered on the theoretical reference corpus) and moments of shared and collaborative learning. The contributions of seminars, mostly directed to subject areas (enhancing sharing of experiences and practices) and the dynamics provided for classes theoretical and practical (analysis of texts (s) of specialty (s) and case studies and discussion formative perspectives) will result in opportunities for conceptual deepening and ownership of good professional practice; students will have more personalized follow-up time in tutorial guidance. The assessment will be based on learning evidenced in an individual written reflection (50%) and a proposal for a didactic sequence designed in group (50%).

Essential Bibliography (including ISBN)

Fourez, G.(2008).Abordagens Didácticas da Interdisciplinaridade. Lisboa: Instituto Piaget. Gonçalves,D., Nogueira,I.C.& Silva, C.V.(2016).Inducing Supervision Practices among peers in a Community of Practice,Journal for Educators,Teachers and Trainers,7(2),108 - 119.Disponível em http://jett.labosfor.com/index.php/jett/article/view/234/291 Roldão,M.C.(2009).Estratégias de Ensino.O Saber e o Agir do Professor. VNGaia:Fundação Manuel Leão Simões,A.R.,Lourenço,M.&Costa,N.(2018).Teacher Education Policy and Practice in Europe: Challenges and Opportunities for the Future.Abingdon:Routledge.(disp https://www.routledge.com/Teacher-Education-Policy-and-Practice-in-Europe-Challenges-and- Opportunities/Simoes-Lourenco-Costa/p/book/ 9781138306431 Vieira,F. (2015). Quando os Professores Investigam a Pedagogia em Busca de uma Educação mais Democrática, Edições Pedago, Coleção : Educação e Formação.