Recommended Prior Knowledge

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Objectives

The overall objective is to observe relational dynamics in the classroom and with external partners and understand their implications for learning and teaching.

- Understand the relationships between the teacher and the student or group of students; between one student and another or with the peer group; between the teacher and other professionals and with parents/families, as well as the relational difficulties in the classroom and within a group, and analyse how a professional can resolve them.

- Understand that subjectivity is present in all interpersonal relationships, particularly in the pedagogical relationship.

- Understand the need to facilitate and request the involvement of families in the development/learning process of the children and young people whose education is their responsibility.

Teaching Methods

The focus is on a diversity of strategies to ensure that each trainee has access to the objectives in order to maximise their potential with a view to implementing universal learning design. The content is sufficiently open to allow flexibility, valuing the potential and interests of the trainees. We include guest speakers who may be specialists in the field of psychoanalysis with relevant work, as well as parents involved in home schooling, among others.

Internship(s)

Não

Syllabus

This programme is intended to be flexible and evolving in line with the interests and pedagogical developments of the trainees and the legislative context itself. The programme's main themes are as follows:

1. The pedagogical relationship, relational and affective dimensions. The contribution of the classics, Freud and Lacan, and how, today, new pedagogical movements are based on them.

2. The human professions. Educating, an impossible profession? The diversity of students and the changes inherent in the educational system itself and its management.

3. Contributions of research to education.

4. The professional experience of teachers. Education, training and knowledge. Working on consensus and differences within multidisciplinary teams.

5. Relationship with parents and communities. Parents as educators. The participation of families as a fundamental condition for the success and inclusion of students.

Content Explanation

Build professional skills is to learn to face the diversity and complexity of situations, identifying what approaches and distinguishes it from similar situations (but not equal).

Methodology Explanation

Work in this UC takes into account not only the trainees' experience in work contexts - the classroom, his biographical path and also the sense of their own experiences, their interiority.
Education is made of communication, relationships that only make sense in the story of a lifetime.
To focus on the interiority of the subject to UC, seek not only enhance the ability to communicate intersubjectively, but cause this communication.
In this perspective the knowledge and skills acquired by students in their various contexts of life are considered key resources. It is intended that the knowledge acquired by students will be built based on knowledge previously held and in conjunction with these same knowledge.
To address the affective phenomena, you must not be afraid of difficulties and feelings, it is this sense that we thereby favoring methodologies that encourage and facilitate communication supported by the knowledge of the human sciences, including the contributions of psychoanalysis.
assessment methodology and evidence

Responsible Lecturer(s)

Cristina Maria Gomes da Silva - 1.º Semester

Bibliography

Carter, P., & Darling-Hammond, L. (2016). Teaching diverse learners. In D. Gitomer, & C. Bell (Eds), Handbook of research on teaching (pp. 593-638). American Educational Research Association. Disponível em http://www.jstor.org/stable/j.ctt1s474hg.14

Ferreira-Netto, G. A. (2017). Doze lições sobre Freud & Lacan. Pontes Editores.

Mitchell, D., & Sutherland, D. (2020). What really works in special and inclusive education: Using evidence-based techniques. Routledge. https://doi.org/10.4324/9780429401923

Nunes, C., & Madureira, I. (2015). Desenho Universal para a Aprendizagem: Construindo práticas pedagógicas inclusivas. Da Investigação às Práticas, 5(2), 126 - 143.

Pereira, F. (Coord.) (2018). Para uma educação inclusiva: Manual de apoio à prática. Ministério da Educação/ Direção-Geral de Educação. Disponível em http://www.dge.mec.pt/sites/default/files/EEspecial/manual_de_apoio_a_pratica.pdf