Teaching workshop in 1st cycle of basic education

Objectives

Students should be able to:

1) To problematize learning experiences inherent in the context of primary education, in the various curriculum areas;

2) To analyze consistent, meaningful and contextualized intervention strategies, which meet the needs inherent in working in the context of primary education;

3) To enhancing scientific knowledge and skills acquired in each of the curriculum areas of primary education;

4) To analyze materials and educational resources, to the design of new resources to support educational practice in primary settings;

5) To organize workshops that promote learning in each of the curriculum areas for primary education.

Program

The contents to mobilize are all those who are relate to the organization and functioning of the learning processes in Primary Education in each of the areas present in the official curriculum and programs, including:

1) the theoretical and methodological foundations of pedagogic practice in primary education;
2) the family, school and extra-school contexts as elements that create a favorable environments for primary
education;
3) management of space, time and human resources and pedagogical materials;
4) the pedagogical intervention;
5) the role of primary teacher in learning design, implementation and assessment;
6) learning environments while backers elements of meaningful learning.

These contents will be covered according to the interests and emerging training needs of students in each area.

Teaching Methodologies

The methodology of teaching and learning will have the perspective to achieve practical activities - workshops.
However, may be delineate different times, namely:

- Exploration of the main concepts of the topics;
- Conducting individual and/or group work sessions;
- Presentation, discussion and reflection on the inherent scientific content areas and domains.
- Experience of situations, individually or in groups, where students can enhance their capabilities for organizing
workshops in different areas and domains.

The active, meaningful and systematic participation of the students will be encouraged. For the various stages of evaluation of students' knowledge, is counted on a continuous and formative assessment. The first time will be operationalized from the production of small group work in thematic workshops (60-70%). The second phase will run from proposal to conduct a research or field work (40-30%).

Bibliography

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-Ministério da Educação (2009). Programa de Português do Ensino Básico. Lisboa: Direcção-Geral de Inovação e de
Desenvolvimento Curricular.
-Ministério da Educação (2013). Programa e Metas Curriculares de Matemática – Ensino Básico. Lisboa: DGIDC.
-Ministério da Educação. (2012). Metas curriculares de Português – Ensino Básico 1.°, 2.° e 3.° ciclos. Lisboa: ME.
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na escola primária. Lisboa: Livros Horizonte.
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- Sousa, A. (2003). Educação pela Arte e Artes na Educação. 1º, 2º, 3º Vol. Col. Horizontes Pedagógicos. Lisboa: Piaget