Percursos da Geografia de Portugal

Teacher Responsible: Vítor Patrício Rodrigues Ribeiro
1º Ano | 1º Semestre
Learning objectives
To understand and problematize the relations between Men and Environment To understand the contribution given by Geography to the "Education for the Citizenship" To know how to compare the geographical representations,in different scales,and how to interpret and communicate through maps To use praxis by resorting to the new technologies,to improve the understanding,communication,exploration and critical analysis of the geographic knowledge To distinguish the geographical spaces and recognize the human/natural imbalances To demonstrate an ability to observe/percept the geographical environment To know how: to research in the main Geographical sources, analyze and communicate and reason the considerations To considerate over the impact of the anthropic action over the environment and develop a critical thinking To develop autonomous and group work To adjust the transmission of geographical knowledge to the reality of the rural/urban environment where the work will be made

The objectives of the geographical education in the Basic Education - Competences and programmatic proposals. Earth´s formation and evolution. Portugal: Genesis and territorial individuality. Earth representation. The weather, the climate and their influences. The natural environment. Population and populating. Economical activities. Transports, communications and the new mobility. Rural areas and urban spaces. Economic growth / (Sustainable) development. Portugal in the world. The role of the Geographical Information Systems in the educational process and geographical knowledge learning.

Teaching methodologies (including evalution)

The theoretical exposition of the themes is complemented with an individual reflection and the promotion of a debate in the classroom The practical work of the investigation,done in group, promotes the creation of knowledge and of a learning process through the investigation and documental analysis. In this fashion, factors like the autonomy,the free choice,the creativity and the team-work are strengthened. The oral presentation of the work will foster the utilization of the geographical language.The documental exploration,mainly news,promotes the debate and stimulates the critical thinking. The use of the TIG is a fundamental element in the experimentation of the geographical information technologies, applied to the education. The indirect observation of the various territories is promoted through the utilization of virtual globes and dynamic maps Evaluation: Written test: 60% Group-work with report and oral presentation: 40% (written report: 30%; oral presentation: 10%).

Essential Bibliography (including ISBN)

Arroteia, J. (2007). A população portuguesa. Aveiro: Universidade. ISBN 9789727892235. Catling, S., Willy, T. (2009). Teaching primary geography.Exeter: Learning Matters. ISBN: 9781844451920. Daveau, S. (1998). Portugal geográfico (2ª ed.). Lisboa: JSC. ISBN 9729230412. Medeiros, C. (2000). Geografia de Portugal (5ª ed.). Lisboa: Estampa. ISBN 9723316099. Medeiros, C. (2005). Geografia de Portugal (4 vols.). Lisboa: Círculo de Leitores. ISBN 9724235386. Mérenne-Schoumaker, B. (1999). Didáctica da geografia. Porto:Asa. ISBN 9724119874. Ribeiro, V. (2014); Exclusão social em fenómeno invisível, uma abordagem no âmbito da Geografia dos Transportes. Loulé: Sílabas e Desafios.ISBN978989981229-1 Ribeiro, O. (2012). O ensino da geografia. Porto: Porto Editora. ISBN 9789720320117.