IPLUSO 22200

Knowledge of the World and Sustainability Workshop

• ApresentaçãoPresentation

  The UC of the World Knowledge and Sustainability Workshop aims to provide future educators with the opportunity to deepen their knowledge in a multidisciplinary and interdisciplinary way by carrying out theoretical-practical work (TP), practical and laboratory work (PL ). In addition to clarifying theoretical concepts, it aims to interpret natural phenomena and everyday situations, encouraging critical and creative thinking to solve problems, among others.
• ProgramaProgramme

  Introduction to Scientific Methodology. Concept. Stages.   Organization of Teaching and Education Contexts.  Physical and social science education in the early years.  Sustainability. General concepts. Objectives, assumptions, and limitations.  Technological resources. Functions, advantages, and limitations.
• ObjectivosObjectives

  Identify and analyze the role of scientific and humanistic education in early childhood education, based on the theory that supports current teaching guidelines; Adapt the process of developing scientific methodology to the age group through questioning, learning, discovery, recording based on the interpretation of results and observation of experiences; Plan the discovery process through different sources and means; the involvement of the school community; and experts; with a view to education for citizenship; Plan indoor and outdoor activities aiming at new knowledge in relation to the social, physical and natural surroundings, and the technological world; Explore natural, everyday and digital environments that encourage exploration and experimentation through the use of different resources; Deepen pedagogical practices to approach knowledge of the physical, social and cultural environment.
• BibliografiaBibliography

  Cardona, M. J. (2020). Avaliar para aprender na educação infantil. Humanidades & Inovação, 29 (7), 135-143.   Katz, L., & Chard, S. (2009). A Abordagem por Projetos na Educação de Infância. Fundação Calouste Gulbenkian  Ministério da Educação (DGE). (2018). Referencial de Educação Ambiental para a Sustentabilidade  Monge Crespo, Mª C. (2005). Aprender y desaprender com Nuevas Tecnologias. Propuesta didáctica  Paixão, F. (2006). Educação em ciência, cultura e cidadania. Alma Azul   Silva, M. & Farenzena, R. (2012) Participação Infantil e Autonomia no Jardim de Infância: uma Questão de Cidadania. In Perspetivas sociológicas e educacionais em estudos da criança: as marcas das dialogicidades luso-brasileiras, 72-83.   Silva, L. S., Marques, L., Mata, L., & Rosa, M. (2016). Orientações curriculares para a educação pré-escolar. DGE.  Vasconcelos, T. (2012). Trabalhos por Projeto na Educação de Infância: Mapear Aprendizagens, Integrar Metodologias. MEC – DGIDC   
• MetodologiaMethodology

  Theoretical and practical classes use a variety of active methods: discussion, analysing conceptual issues and real cases, and experimentation.  Students are asked to take an active role as problem-solvers using the Problem Based Learning methodology.  In group work, students are led to reflect on the new knowledge acquired and decide on future actions to undertake, actively contributing to the development of a wide range of instrumental, interpersonal, and systemic competences.   
• LínguaLanguage

  Português
• TipoType

  Semestral
• ECTS

  6
• NaturezaNature

  Mandatory
• EstágioInternship

  Não