Philosophy Didactics I
Objectives
- 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
Code
722031083
Credits
10.0
Responsible teacher
Dina Serra da Luz Mendonça
Hours
Weekly - 3
Total - 280
Teaching language
Portuguese
Prerequisites
Available soon
Bibliography
Campomanes, 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 unity will be lectured in regimen of seminar, comprising: the collective debate of relevant texts and of materials prepared by students.
Evaluation method
Evaluation methods - elaboration of reports on the matter analised and discussed, the exercise of planning, and a work of research about a topic(100%)
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:
1.1 The Program od Philosophy: main lines and unifying principles;
1.2 philosophy as an obligatory subject in the general framework of the curriculum of secondary education;
1.3 Philosophy’s contribution to the desirable profile of students having completed secundary education.
2. Different dimensions of the Didactics of Philosophy:
2.1 Learning philosophy and learning to philosophise.
2.2 Planing classes:
2.2.1. Selection and definition of objectives;
2.2.2 Privileged strategies in the teaching of philosophy;
2.2.3 Selection of materials;
2.2.4 Student’s work;
2.3 Evaluation;
2.4 Recovery strategies