Fundamentals of Pedagogical Action
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Recommended Prior Knowledge
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Objectives
- Recognize and understand the socio-historical, intra-psychic and interpersonal contingencies of the teaching profession and its framework
in today's educational organizations.
- Know how to identify and mobilize sources of pedagogical knowledge in the progressive construction of their identity as a future education
professional
- Master pedagogical classroom management tools that enable the construction of appropriate learning environments
- Create collaborative networks with the community to build suitable learning environments, particularly with families.
- Know how to develop children's social and emotional skills
- Develop a set of attitudes, knowledge and skills that enable intentional, grounded and contextualized pedagogical practice -
Teaching Methods
This Curricular Unit (CU) adopts an active learning approach, involving students in dynamics aimed at the progressive appropriation of the
learning objectives and the deepening of knowledge related to the contents. The inverted classroom is the methodology adopted, since
lessons are organized around tasks known by the students before each lesson, and the resources are also made available previously. It is
associated with collaborative learning since the work is carried out collectively as a class and/or in small groups. The active strategies used
in class are described below. The strategy favored in this course is the literary pedagogical tertulia, a common methodology in the Learning
Communities (INCLUD-ED). Dialogic reading practices increase vocabulary, improve oral and written expression, expand reading
comprehension, critical thinking, and the capacity for argumentation in all those involved, producing important transformations in the groups
in which they are practiced. Texts of pedagogical reflection previously made available to the students, whether written by academics or
professionals in the field (the latter of recognized merit), are worked on closely in conjunction with the topics mentioned in the syllabus. As a
way of systematizing and individually appropriating the knowledge that has been built up collectively, a concept map is created. The
students have their own folder on the TEAMS platform in which they post the class tasks, organizing moments of feedback so that they can
improve in the following tasks, specifically by sharing assessment criteria relating to the concept maps. In relation to the content, the
technique of powerful questions is also used, allowing students to equate what they want to ask, considering that knowing how to ask
pertinent questions is just as important as finding answers. Situated learning is also provided, considering the importance of learning from
experts. A study visit, a themed seminar, and the collection of testimonies from professionals in the field and/or their participation in classes
are promoted. Synchronous tutorial support sessions allow this group work to be monitored, guided, and organized, as it is carried out in
successive stages and a formative assessment logic is applied to these various construction moments. -
Internship(s)
Não
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Syllabus
Dimensions of the teaching profession
Fundations of pedagogical action
- Psychopedagogical theories and models on teaching and learning
- Knowledge constructed by professionals and/or communities of practice
- Social construction of the curriculum and curriculum development
- Intentionality, planning and unpredictability of educational action
Pedagogical action and classroom management
- Children's socio-emotional development
- Positive communication and listening pedagogy
- Learning management
- Cooperative learning and group management
- Observation and interpretation of areas, contexts and educational situations
- Social regulation of the educational environment (discipline) and building the social contract
- Participation and contextualized involvement of families
- Construction of space(s) and the management of resources and materials
- Evaluation as a tool for learning and teaching
- Pedagogical continuity between cycles -
Content Explanation
The syllabus of the first topic is in line with the aim of this course to provide a space for reflection and awareness of the importance and
social responsibility of teaching, as a synthesis and necessary reflection on entry to the master's degree, a cycle that confers a professional
qualification. The next two topics in the syllabus make it possible to develop the aforementioned objectives, i.e. that professional practice in
the field of education implies a progressive self-construction based on transversal competences. In this construction, knowledge is
structured on the basis of scientific knowledge, pedagogical choices, awareness of the social, cultural and organisational approaches
relating to the contexts in which teaching takes place. This is pedagogical knowledge that transcends and cuts across the various areas of
curriculum development and is linked to the nature of an education professional. -
Methodology Explanation
For students to achieve the proposed learning objectives, it is important that the methodologies used actively involve them in the teachinglearning
process and that the assessment products reflect this way of working and demonstrate what they have learnt. We believe that
reading and sharing pedagogical texts in a tertulia allows for a contextualized approach to the content, bringing it out for collective debate.
At the same time, individual systematization is also provided through the concept map. Other tasks associated with the themes worked on
also allow for this appropriation and verification of learning at an individual level, providing an idea of who is managing to keep up with the
work and timely support for those who are not. The assessment process takes on a formative function, using constructive feedback on the
tasks and assessment products, and a summative function that translates into a final classification that is shared with the student before it is
published.
An isomorphism is therefore expected between the teaching-learning process adopted in this course and the pedagogical practices that
students are expected to develop in their future professional lives. It is hoped that, like what was analyzed and shared in class, the students
will
keep alive the desire to analyze their teaching work in a situated and contextualized way, integrating their mistakes and failures into a path
guided by the desire to seek (in)training and/or support to help them define their teaching options and practices. -
Responsible Lecturer(s)
Carla Cibele Fiel Vasconcelos Figueiredo - 1.º Semester
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Bibliography
Azevedo, J. (2024). Modo de produção da exclusão escolar. Olhar a escola a partir dos excluídos. Vila Nova de Gaia: Fundação Manuel
Leão
EUROPEAN AGENCY for Special Needs and Inclusive Education (2020). Prevenção do insucesso escolar Relatório Síntese Final. ISBN:
978-87-7110-900-9 (versão eletrónica)
Formosinho, J. (2020). Modelos curriculares na educação básica - o caminho da pedagogias explícitas. Em J. Oliveira-Formosinho,
Modelos curriculares para a educação de infância (pp. 9-24). Porto: Porto Editora.
Gomes, E. X. (2015). Quem tem medo da pedagogia? Contributos da teoria contemporânea da educação para resistir ao regresso ao
básico. Revista Brasileira de Educação, 20 (63), 949-973.
Nóvoa, A. (2017). Firmar a posição como professor. Afirmar a profissão docente. Cadernos de Pesquisa, 47, n. 166, 1106-1133.
INCLUD-ED. (2018). Actuações de êxito. Portugal: Ministério da Educação/DGE, Comissão Europeia. Disponível em: https://comunidadesaprendizagem.
dge.mec.pt/
Course details
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Code
02102893
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Teaching Mode
PRESENCIAL
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ECTS
4.0
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Duration
Semestrial
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Hours
12h Orientação Tutorial
3h Seminário
30h Teórico-Práticas
3h Trabalho de Campo
Conteúdo atualizado em 21/03/2025 15:46
CONTACTS
Escola Superior de Educação
Campus do IPS, Estefanilha
2914-504 Setúbal, Portugal
Telephone: +351 265 710 800
E-mail: info@ese.ips.pt
Academic Services: suporte.ips.pt
LINKS
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