1. Articulate didactic and content knowledge towards the selection, design and management of learning materials aiming to promote the contextualized curriculum management.
2. Reflect on the importance of diversified learning materials for the promotion of active and meaningful learning in the field of History.
3. Deepen knowledge regarding quality and adequacy criteria in the selection, design and management of learning materials.
4. Critically analyse diverse learning materials, with reference to quality and adequacy criteria;
5. Design and manage History learning materials, appropriate for diverse contexts and audiences.
1. School education and pedagogical communication
1.1 Theories of communication: basic concepts; communicational attitudes and effects on the interlocutor; barriers to communication; functions of communication; effective communication;
1.2 Communication in the digital age.
2. Quality and appropriateness criteria in the selection, design and management of History learning material.
3. Audio, scripto, visual and digital based learning materials to address History teaching and learning:
3.1 Documentary sources.
3.2 Written press.
3.3 Audio, image and video.
3.4 Books, e-books, flipbooks, textbooks.
3.5 Scripts and reading sheets.
3.6 Posters and posters.
3.7 Educational games, online Quiz, webquests.
3.9 Computer applications, websites, digital platforms and social networks.
4. Selection and design of learning materials to address History teaching from grades 7 to 12 (planning, construction, testing and evaluation).
The course values the analysis, experimentation and discussion of different learning materials are privileged, duly mediated by the psycho-pedagogical, didactic and curricular foundations advanced by authors in the scientific field. Emphasis is placed on the development of knowledge and skills for the selection, design and management of learning materials, adequate to diversified educational situations and audiences.
The diagnostic and formative aspects of assessment will take place systematically and continuously through questioning and discussion/debate. The final mark of the UC comprehends the design and evaluation of a History learning material addressing grades 7 to 12, considering: rationale and technical guidelines (30%), construction of the resource (30%), use/testing and evaluation of the resourse (30%) and presentation/group discussion (10%). Oral and written communication skills will be taken into account at all times.
Arede, I. P. (2017). Os recursos didáticos no Ensino da História: um estudo de caso. Relatório Prática de Ensino Supervisionada. Lisboa: Universidade de Lisboa.
Klumpp, C. F. B. et al. (2020). A importância das tecnologias digitais na Educação e seus desafios.
Curitiba: Editora Bagai. https://doi.org/10.37008/978-65-89499-40-4.16.03.2
Carvalho, C. D. (2016). Práticas pedagógicas no ensino da história e da geografia no 3.º ciclo do ensino básico e no ensino secundário: reflexão sobre o potencial dos materiais pedagógicos.
Relatório de Estágio. Ponta Delgada: Universidade dos Açores.
Machado, A. B. (Org.). (2021). Educação, Recursos Didáticos, Cotidiano Escolar e Pesquisas: Processos e aprendizagem. Curitiba: Editora Bagai. https://doi.org/10.37008/978-65-89499-41-1.16.03.21
Romanowski, J. P., Wunsch, L. P. & Mendes A.A.P. (2020). Educação e Tecnologias: Desafios dos Cenários de Aprendizagem. Curitiba: Bagai. https://doi.org/10.37008/978-65-87204-67-3.30.10.20
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