Recommended Prior Knowledge

-

Objectives

Know the methodologies of specific teaching methods in History and Geography. Mobilize scientific knowledge from the areas, in an integrated and relevant way for the teaching/learning process. Understand the organizational structure and logic of integrated approaches to teaching/learning History and Geography. Define pedagogical objectives for each learning situation. Design research projects in the classroom, in line with current curricular documents. Design and apply learning situations in the field of History Education and Geography, including medium-term planning and articulating students' prior conceptions, the process of acquiring new substantive knowledge and formative assessment. Select and create relevant and appropriate teaching materials. Make pedagogical differentiation and curriculum construction, within the scope of History and Geography Didactics and with respect to current curricular documents.

Teaching Methods

The work carried out in this course is based on active methodologies, the shared construction of knowledge, and dialogic practices, alongside a close relationship between theoretical readings and practical applications developed by students within the course. Priority is given to approaches based on the development of active and challenging tasks applied within the context of a collaborative learning community.

Classes include theoretical presentations, discussion activities, and the development of practical activities on topics integrating the History and Geography of Portugal, whenever possible in a comparative manner without neglecting global phenomena and their territorialization.

The core and supplementary bibliography will be the subject of reading and discussion sessions, informing subsequent didactic and pedagogical design work. Each topic or theme in the syllabus will serve as a basis for the development of practical exercises, whether individual or group-based, varying in scope and composition.

The following learning activities are planned: a) discussion of various texts and documents; b) analysis of cartography, maps, and iconography; c) analysis of local histories and historical figures; d) preparation of summaries and commentaries; e) discussion of recent research findings in the field of pedagogy; f) planning of practical activities; f) presentation, discussion, and self-assessment of activities, with a critical analysis of their educational potential.

All proposals will be discussed and revised in plenary sessions to build a shared repertoire of possible practices. Self-reflection, as a fundamental component of professional practice, will be developed through both plenary sharing and guided small-group exercises.

Internship(s)

Não

Syllabus

1. From curricular documents to the creation of learning situations in the field of History and Geography. 2. Learning situations in History and Geography: . Long-term, medium-term planning and the lesson plan. . Definition of pedagogical objectives. . Selection and creation of teaching materials. . Development of diagnostic, formative and summative assessment instruments. 3. Active methodologies in the teaching and learning process of History and Geography. . Research projects and workshop classes. . Co-construction of knowledge and pedagogical differentiation. 4. Integrated approach to teaching/learning methodologies in History and Geography: . Study visit. . Cinema, photography and other iconography in the teaching of History and Geography. . History, Geography and local heritage. . Cartography in the teaching of History and Geography. . Everyday objects and historical and geographical knowledge. . Natural, social landscapes and sustainability.

Content Explanation

The structure of the program contents allows a balanced, gradual, articulated and sustained acquisition of training skills, in specific aspects of History and Geography Didactics, refining the didactic and pedagogical intentionality of future education professionals. History and Geography are integrated in order to foster the development of values and attitudes for understanding historical and geographical complexities and combat the tendency to provide descriptive and disjointed teaching between related areas. The correspondence between the learning objectives of the UC, the theory reflected and discussed together and the sharing of original proposals within the group and with external interlocutors, will allow the consolidated appropriation of knowledge and experiences that will be mobilized for the design of innovative and effective learning situations.

Methodology Explanation

The methodology adopted is centered on the future education professional who is faced with the challenge of discussing theory and applied examples, as well as mobilizing knowledge of History and Geography Didactics and the scientific areas of History and Geography to design, plan, apply and evaluate quality learning situations, in line with the curricular documents in force and for the students with whom they will work throughout their professional practice. The diversity of work processes, highlighting the practical component, aims to give students the opportunity to construct/plan appropriate learning sequences, based on theories that support the perspectives of approaching the History and Geography of Portugal. Furthermore, it seeks to contribute to an adequate intervention of future teachers in teaching practice, supporting them in the evaluation of the teaching learning process and in reflecting on the educational potential of these practices. The construction of professional identity and rigor in self-assessment are guaranteed by the curricular articulation between UC and knowledge-science, knowledge-didactics and experience during supervised teaching practice. The diversity of methodological approaches studied and discussed will open up possibilities for development in the future of conscious and responsible teaching practice.

Responsible Lecturer(s)

-

Bibliography

Alves & Gago (2021). Diálogo(s), Epistemologia(s) e Educação Histórica. CITCEM Barca (2008). Estudos de Consciência Histórica na Europa, América, Ásia e África. Univ.Minho Carrasco (2023). Re-Imagining the teaching of European History. Routledge Correia (2021). O passado é um país estranho. FLUP Gago & Ribeiro (2022). História e Educação Histórica: que diálogos e desafios? Revista Portuguesa de História:61-78 Hayes (2015). New complete geography Teacher’s Handbook. Routledge Jimenez & Gaite (1996). Enseñar Geografia: de la Teoria a la Práctica. Síntesis Kidman & Schmeinck (2022). Teaching primary Geografphy. Springer Lee (2006). Em direção a um conceito de literacia histórica, Educar:131-150 Lagarto (2024). Passados dolorosos, histórias difíceis(…)ensino e aprendizagem de História em Portugal, História:40-60 Perrenoud (2000). 10 novas competências para ensinar. Artmed Thémines (2006). Enseigner la Géographie: un métier qui s’apprend. Hachette Éducation