Teaching Philosophy Methodology I - 1st semester


-To discuss the bond between philosophy and pedagogy; -To elucidate the binomial teaching-learning in the elaboration of distinct pedagogical models; -To debate the place and functions of the philosophy at the Secondary School; -To promote the critical reading of the syllabus of philosophy; -To inquire the foundations and processes of didactics; -To develop the ability to plan within the domain of philosophy: goals, skills, contents, organization of materials, evaluation; -To develop the ability to research in the pedagogical scope.

General characterization





Responsible teacher

Marta Mendonça


Weekly - 3 letivas + 1 tutorial

Total - Available soon

Teaching language





ACampomanes, T. (1994). Didáctica de la Filosofía, Madrid: Ediciones SM.
Cossuta, F. (1998). Didáctica da Filosofia, Porto: Asa.
Ferreira, M. L. (2012). Ensinar e Aprender Filosofia num Mundo em Rede. Lisboa: Centro de Filosofia da Universidade de Lisboa.
Izuzquiza, I. (1982). La clase de filosofía como simulación de la actividad filosófica, Madrid: Anaya.
Marnoto, I. (dir.) (1990-1991), Didáctica da Filosofia, 2 volumes, Lisboa: Universidade Aberta.

Teaching method

The unit will be lectured in regimen of Seminar, comprising: the collective debate of relevant texts and of materials prepared by students.

Evaluation method

ctive participation in the seminar (50%).
Planning two sub unities of the program, corresponding to different levels of the program (50%)

Subject matter

The seminar will address the various dimensions of teaching philosophy in Secondary Education: particular attention will be given to planning (in its multiple forms – annual, curricular units, classes, activities), evaluation and recovery.
The following topics will be addressed:
1. Framework:
- The Program of Philosophy: main lines and unifying principles
- Philosophy as an obligatory subject in the general framework of the curriculum of secundary education
- Philosophy’s contribution to the desirable profile of students having completed secundary education
2. Different dimensions of the Didactics of Philosophy:
- Learning philosophy and learning to philosophise
- Planning classes
- Selection and definition of objectives
- Privileged strategies in the teaching of philosophy
- Selection of materials
- Student’s work
- Evaluation
- Recovery – main strategies


Programs where the course is taught: