Metodologias de Intervenção Educativa
Teacher Responsible: Maria Paula Pequito de Almeida Sampaio Soares Lopes
2º Ano | 2º Semestre
Plan the pedagogic interference within Childhood Education and Basic Education
Recognize the importance of the formative intentions when planning the pedagogic interferences
Recognize the terminology concerning the types of formative intentions
Analyze the difference /final target among purposes, competences and learning results
Know different method and pedagogic techniques
Know how to select methodologies of pedagogic interference due to different contexts in a promotional process of meaningful learning
Know how to promote active methodologies
Adapt methodologies to project work
Identify/characterize the different evaluation intentions
Know the most important tendencies of learning evaluation
Select evaluation tools according to advantages and limits
Analyze advantages and limits of evaluation tools with a constructive meaning
1st and 2nd cycle Of BE
2.Pedagogic Methods and techniques
Advantages and limits of different pedagogic methods
3.Planning pedagogic interferences
The importance of planning in pedagogic system
Preparation and evaluation of the pedagogic plans
The importance of defining the evaluation items
Strategies and evaluation tools
1-The educator´s function in the learning process/ Pedagogic principles
2-Planning the Childhood Education
Different perspectives/ Functions
Planning in team/ with children
3. Evaluation in Childhood education
Systems of group evaluation and child
Evaluation of the educational purposes
4. Methods/ interference educative models in Childhood education
Some methods of educative interference
Constructive didactics and pedagogic tools
5.Interference in Creative Education
Teaching methodologies (including evalution)This curricular unit is structured so that students may build their own knowledge.
The subjects will be addressed in small groups, under control and supervision of the teacher, accompanied by exposures, theoretical debates and explanation of practical cases so that the competences to be developed may be procedimental and not just declarative. The methods will be diversified, so that the students can research, analyze and apply meaningful information, think and share contents either individually or in group.
The evaluation procedures will be as follows: 2 Written individual works (55% + 45%) creating tools of planning and evaluation or written test.
Essential Bibliography (including ISBN)BONA, C. (2017). A nova escola. Lisboa: Penguin Random House.
CALVO, H. A. (2016). Viagem à Escola do séc. XXI - Assim trabalhamos colégios mais inovadores do mundo. São Paulo: Fundação Telefonica Vivo.
CARDOSO, J. R. (2013). O Professor do Futuro. Lisboa: Gerra e Paz, Editores, S.A.
DE VRIES, R. (2004). O currículo construtivista na educação infantil: práticas e actividades. Porto Alegre: Artmed.
FOLQUE, M. A., TOMÁS, C., VILARINHO, E., SANTOS, L., FERNANDES-HOMEM, L., & SARMENTO, M. (2016). Pensar a educação de Infância e os seus contextos. Lisboa: Educa.
MINISTÉRIO DA EDUCAÇÃO. (2016). Orientações Curriculares para a Educação Pré-Escolar. Lisboa: M.E.
OLIVEIRA MARTINS, G. (2017). Perfil dos alunos para o século XXI. Perfil dos alunos à saída da escolaridade obrigatória. Lisboa: Ministério da Educacão.
Vasconcelos, T. ( 2011) (coord.). Trabalho por Projectos na Educação de Infância: Mapear Aprendizagens Integrar Metodologias. Lisboa: Ministério da Educação.