Philosophy Didactics I


- 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

Dina Serra da Luz Mendonça


Weekly - 3

Total - 280

Teaching language



Available soon


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


Programs where the course is taught: