acef/1314/04077 decisão de apresentação de pronúncia · 2015. 9. 23. · perguntas a.11...

ACEF/1314/04077 Decisão de apresentação de pronúncia

ACEF/1314/04077 Decisão de apresentaçãode pronúnciaDecisão de Apresentação de Pronúncia ao Relatório daComissão de Avaliação Externa1. Tendo recebido o Relatório de Avaliação elaborado pela Comissão de Avaliação Externarelativamente ao ciclo de estudos em funcionamento Ensino de Filosofia no Ensino Secundário 2. conferente do grau de Mestre3. a ser leccionado na(s) Unidade(s) Orgânica(s) (faculdade, escola, instituto, etc.)Faculdade de Artes e Letras (UBI)4. a(s) Instituição(ões) de Ensino Superior / Entidade(s) Instituidora(s)Universidade Da Beira Interior5. decide: Apresentar pronúncia6. Pronúncia (Português):A pronúncia figura no documento anexo.7. Pronúncia (Português e Inglês, PDF, máx. 100kB): (impresso na página seguinte)

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Anexos

UNIVERSIDADE DA BEIRA INTERIOR Faculdade de Art es e Let ras 2. º Ciclo de Ensino de Filosof ia no Ensino Secundário

R. Marquês D’ Ávi la e Bolama, 6201-001 Covilhã, PORTUGAL Telef . : +351 275 319 700 | Fax: +351 275 319 888 E-mail : [email protected] | www.ubi.pt

Processo n. º ACEF/1314/04077 Apresentação de pronúncia referente ao Rela tório Preliminar da CAE relat ivo ao 2. º Ciclo em Ensino de Filosofia no Ensino Secundário Pergunt as A.11 A.11.1.1.2. Isenção j á suprimida. São consideradas as condições de acesso e ingresso ao ciclo de est udos previst as no DL 79-2014 (Prova escrit a de Língua Port uguesa e component e de prova oral). A.11.1.1.2. Exempt ion already suppressed. Condit ions of access and ent ry t o t he cycle of planned st udies according DL 79-2014 (writ t en proof of t he Port uguese language and an oral component ). A.11.4.2. Apresent ação pelo coordenador do ciclo de est udos de propost a de criação de l inha de invest igação em Pedagogia no âmbit o da Unidade de Invest igação LabCom-IFP t endent e ao desenvolviment o de invest igação na área da didát ica específ ica de Filosof ia (de acordo com a recomendação 4.1.11 do relat ório prel iminar) com vist a a melhoria da produção cient íf ica na área. Iniciat iva subscrit a pela comissão cient íf ica de curso. A.11.4.2. A proposal for t he creat ion of a research l ine in Educat ion wit hin t he LabCom-IFP Research Unit was present ed by t he coordinat or of t he cycle, aimed t o develop research in specif ic t eaching of philosophy (according t o 4.1.11 recommendat ion of t he prel iminary report ), wit h a view t o improving t he scient if ic product ion in t he area. Init iat ive endorsed by t he scient if ic commit t ee of course. Pergunt as A.12 A.12.7. A UBI t em prot ocolos celebrados com escolas cooperant es da região que garant em est ágio pedagógico ao número de vagas aprovado. A.12.7. The UBI has ent ered int o cooperat ive agreement s wit h schools in t he region t o ensure t eaching pract ice in t he number of approved posit ions. 1. Obj et ivos gerais do ciclo de est udos 1.3. Na abert ura do próximo ano let ivo será reforçada a divulgação dos obj et ivos do curso pelos est udant es e pelos docent es at ravés de reuniões preparat órias conj unt as. 1.3.



At t he opening of t he next academic year wil l be enhanced disclosure of t he obj ect ives of t he course by st udent s and t eachers t hrough j oint preparat ory meet ings. 1.6. 1) e 2) Propost a de criação de l inha de invest igação em Pedagogia (conforme recomendação 4.1.11 do relat ório prel iminar); propost a de adequação de módulos discipl inares de didát ica e da docência na modal idade de formação cont ínua de professores (recomendação 5.1.5. do relat ório prel iminar) e prof issionais de out ras áreas. Real ização de parcerias com cursos de ensino da UBI nest a adequação, designadament e o desenvolviment o de módulo de formação de Didát ica das Art es Visuais do Mest rado em Ensino de Art es Visuais no Ensino Básico e Secundário e o Ensino da Est ét ica no programa de Filosof ia de 10. º ano. 1.6. 1) and 2) Proposal of a pedagogic research l ine creat ion (as recommended 4.1.11 of t he draf t report ); proposal adequacy of discipl inary didact ic modules and philosophy in t he form of cont inuous t eacher t raining (recommendat ion 5.1.5. of t he prel iminary report ) and ot her areas of professionals. Part nerships wit h educat ional courses f rom UBI in t his adequacy, namely t he development of Didact ic t raining module of t he Mast er of Visual Art s in Visual Art s Educat ion in Primary and Secondary Educat ion and Aest het ic Educat ion in t he Philosophy curricular program of t he 10t h level. 2. Organização int erna e mecanismos de garant ia de qual idade 2.1. Organização int erna 2.1.5. Em sede de comissão de coordenação de curso f icou def inida a part icipação de um represent ant e de est udant es eleit o por ano de curso na comissão de coordenação de curso. 2.1.5. Coordinat ion commission of t he course set t he part icipat ion of a st udent represent at ive elect ed by year course in t he coordinat ion commission of t he course. 3. Recursos mat eriais e parcerias 3.2. Parcerias 3.2.7. 1) Cont act os previst os com Universidade de Cabo Verde com vist a a int ercâmbio cient íf ico com curso de Filosof ia da Educação, Cidadania e Direit os Humanos. 2) Plano de at ividades (em aprofundament o) próprio do Curso e garant ia da int egração dos est udant es em proj et os de invest igação educacional e didát ica (recomendação 6.1.7. do relat ório prel iminar) 3) Organização conj unt a de at ividades (em planeament o para o próximo ano let ivo), designadament e de j ornadas e workshops, com cent ros de formação e personal idades nacionais e int ernacionais da área da didát ica da f i losof ia. 4) Propost as de formação cont ínua e de curt a duração para professores e out ros públ icos (em planeament o no âmbit o da área da docência e concret ização no próximo ano let ivo). 3.2.7.



1) Foreseeable cont act s wit h Universit y of Cape Verde in order t o scient if ic exchange wit h course of Philosophy of Educat ion, Cit izenship and Human Right s. 2) Act ivit y Plan (deepening) of t he course and ensuring t he int egrat ion of st udent s in educat ional research proj ect s (recommendat ion 6.1.7. of t he prel iminary report ) 3) Organizat ion of j oint act ivit ies (in planning for t he next academic year), namely seminars and workshops, wit h research cent ers and nat ional and int ernat ional personal it ies f rom t he t eaching of philosophy area. 4) Proposals for t raining for t eachers and ot her publ ic (in planning wit hin t he area of t eaching and achievement in t he next academic year). 4. Pessoal docent e e não docent e 4.1. Pessoal docent e 4.1.11. 1), 2) e 3) Cont act os previst os com docent es de área da Educação e da Didát ica da Universidad Aut onoma de Madrid, Faculdad de Filosof ía y Let ras, Mást er Universit ário en Crít ica y Argument ación Filosóf ica, e propost a de mobil idade docent e ent re os dois cursos. 4.1.11. 1), 2) and 3) Foreseeable cont act s wit h t eachers of t he area of Educat ion and Didact ics f rom Universidad Aut onoma de Madrid, Facult y of Philosophy and Let t ers, Mast er in Crit ique and Philosophical argument at ion, and proposal for t eacher mobil i t y bet ween t he t wo courses. 5. Est udant es e ambient es de ensino/ aprendizagem 5.1. Caract erização dos est udant es 5.1.5. Criação de módulos discipl inares de didát ica e da docência na modal idade de formação cont ínua de professores e de prof issionais de out ras áreas. Nest e domínio est ão previst os cont act os com vist a a est abeleciment o de parcerias int ernas e ext ernas à UBI. Int ernas com Faculdade de Ciências Socias e Humanas, Depart ament o de Economia e desenvolviment o de módulos específ icos na área da Ét ica dos Negócios, Faculdade de Engenharia, Depart ament o de Informát ica e desenvolviment o de módulos específ icos na área da Ét ica da Informát ica. E ext ernas com Universidade do Port o, Mest rado em Ensino de Filosof ia e Cursos de Formação Cont ínua e Livres, nomeadament e o curso de Filosof ia para Crianças ou Jovens, sua apl icação prát ica e t ransdiscipl inar. Cont act os previst os com Universidade Cat ól ica Port uguesa, Port o, Inst it ut o de Bioét ica, e desenvolviment o de módulos específ icos na área da Bioét ica. 5.1.5. Creat ion of discipl inary modules of didact ics and philosophy in t he t raining mode of t eachers and professionals f rom ot her areas. We look forward t o cont act wit h a view t o est abl ishing int ernal and ext ernal part nerships t o UBI. Wit h int ernal Facult y of Social and Human Sciences, Depart ment of Economics, and development of specif ic modules in t he f ield of Business Et hics, Facult y of Engineering, Depart ment of Comput er Science, and development of specif ic modules in t he f ield of Et hics of Informat ion. And wit h ext ernal Universit y of Port o, Mast er in Teaching of Philosophy and Cont inuing Educat ion Courses and Free, namely t he course of Philosophy for Children and Yout h, it s pract ical appl icat ion and t ransdiscipl inarit y. Foreseeable cont act s also wit h t he Port uguese Cat hol ic Universit y, Port o, Bioet hics Inst it ut e, and development of specif ic modules in t he f ield of bioet hics.



6. Processos 6.1. Obj et ivos de Ensino, Est rut ura Curricular e Plano de Est udos 6.1.7. Al inhament o dos cont eúdos dos programas de formação dos est udant es do curso, incluindo a PES e os professores cooperant es, com as est rat égias de invest igação educacional no âmbit o da l inha de invest igação em Pedagogia (no seio da Unidade de Invest igação LabCom-IFP). Os cont act os para est abeleciment o de parcerias com inst it uições nacionais são os previst os no âmbit o do expost o em 5.1.5. 6.1.7. Al ignment of t he cont ent s of format ion programs for st udent s of t he course, including t he SPP and t he cooperat ing t eachers, wit h educat ional research st rat egies wit hin t he pedagogy research l ine (wit hin t he LabCom-IFP Research Unit ). Cont act s for part nerships wit h nat ional inst it ut ions are provided for under t he above 5.1.5. 6.2. Organização das Unidades Curriculares 6.2.6. A bibl iograf ia da UC de Est ágio Pedagógico revist a em função dos obj et ivos anot ados no relat ório prel iminar de necessidade de acompanhament o dos recent es desenvolviment os em invest igação: 6.2.6. The bibl iography CU ‘ ’ Pedagogic St age’ ’ reviewed according t o t he not ed obj ect ives in t he prel iminary report of monit oring t he lat est development s in research: 1.3.9. Bibliografia de consulta/ existência obrigató ria Alarcão, I. (2013). Formação ref lexiva de professores. Port o: Port o Edit ora. Duart e, M. D. (1982). Obj et ivos, est rat égias e aval iação no secundário – o exemplo da f i losof ia. Lisboa: Livros Horizont e. Est rela, A. (2001). Invest igação em educação: Mét odos e t écnicas. Lisboa: Educa. Est rela, A. (1994).Teoria e prát ica de observação de classes: uma est rat égia de formação de professores. Port o: Port o Edit ora. Fernandes, D. ; Neves, A. ; Campos, C. ; Conceição, J. M. & Alaiz, V. (1994). Port fol ios: para uma aval iação mais aut ênt ica, mais part icipada e mais ref lexiva. In Pensar aval iação, melhorar a aprendizagem. Lisboa: Inst it ut o de Inovação Educacional . Garcia, C. M. (2013). Formação de Professores. Port o: Port o Edit ora. Hoz, G. V. (org. ) (1991). Enseñanza de la Fi losof ía en la educación secundaria. Madrid: Ediciones Rialp. Izuzquiza, I. (2012). Educació per a la ciut adania y els dret s humans. Mat eria per al professorat . Madri: Anaya. Lamas, E. (2001). Dicionário de met al inguagem da didáct ica. Port o: Port o Edit ora. Marnot o I. (coord. ) (1989,1990). Didáct ica da Fi losof ia I-II, Lisboa: Universidade Abert a. Moreira, J. (2010). Port efól io do Professor. O port efól io ref lexivo no desenvolviment o prof issional . Port o: Port o Edit ora. Pombo, O. (2002). A escola, a rect a e o círculo. Lisboa: Relógio D´ Água Edit ores.



Tozzi, M. (2007). De la parole à l ’ écri t ure: At el iers d’ écri t ure en France, au Port ugal et au Maroc. Paris: L’ Harmat t an. Programa de Filosof ia 10. º e 11. ºanos – Minist ério da Educação, Depart ament o do Ensino Secundário. OBS. Bibl iograf ia adicional, designadament e bibl iograf ia de acordo com os t emas escolhidos pelo est udant e no âmbit o da elaboração do Relat ório, é apresent ada pelo docent e num programa específ ico da UC. 6.2.8. Adoção da medida de part icipação de docent e por especial idade de cont eúdo e met odologia de t rabalho nas diferent es UC. 6.2.8. Adopt ion of t eacher part icipat ion by t he special t y cont ent and met hodology of work in t he dif ferent CU. 6.3. Met odologias de Ensino/ Aprendizagem 6.3.5. e 6.3.7. Diferenciação percent ual dos element os de aval iação def inidas nas f ichas das áreas da didát ica e da docência: 6.3.5. and 6.3.7. Percent age dif ferent iat ion of t he evaluat ion element s def ined in t he schedules of t he areas of didact ics and philosophy: Didática da Filosofia I Mét odos e crit érios de aval iação: Real ização de t arefa escrit a, com periocidade quinzenal, sobre o t ema que est iver a ser obj et o do programa (seis t arefas por semest re) – 60%. Est es t rabalhos serão apresent ados e discut idos em sala de aula – 10%; planif icação formal de uma aula e sua lecionação no âmbit o da discipl ina – 25%; presencial idade (5%). Didática da Filosofia II A valência t eórico-prát ica é aval iada mediant e a elaboração de exercícios escrit os e da comunicação oral em aula. Os exercícios visam a apresent ação das corrent es didát icas (50%), a elaboração de uma visão crít ica (25%) e uma exemplif icação de uma at ividade didát ica (25%). Análise de Conteúdos Programáticos I A aval iação dos est udant es será cont ínua e cent rar-se-á na elaboração de leit uras e coment ários de t ext os, orais e escrit os (60%), e exercícios de argument ação, de que um deles (um ensaio argument at ivo) será apresent ado e discut ido por t odos nas aulas (40%). Análise de Conteúdos Programáticos II



Fora da sala de aula, o est udant e organiza o argument o que comunicará e discut irá com os colegas em sala de aula – 30%. A aval iação é cont ínua e result a do cont ribut o dos vários t rabalhos orais e escrit os que serão sol icit ados – apresent ações orais (30%); t rabalhos escrit os (40%). Seminário de Filosofia I A aval iação é cont ínua. Impl ica a real ização pelo est udant e de um relat ório individual de cada subt ema desenvolvido - apresent ado em aula e publ icit ado no Moodle (50%) – e a real ização de um t rabalho individual , escrit o e oral , circunscrit o à escolha de um t ema e de modo a evidenciar nest e t ema as principais anál ises e os principais conceit os e problemas – 50%. Seminário de Filosofia II A aval iação consist irá na elaboração de relat órios individuais de subt ema – publ icit ados no Moodle (50%) - e um de t rabalho individual de t ema, com apresent ação escrit a e defesa oral – 50%. Obs. Crit érios e def inições percent uais a aprovar em sede de cont rat o pedagógico ent re docent e e est udant es. Obs. Crit eria and percent age def init ions t o be adopt ed in educat ional cont ract bet ween t eachers and st udent s. 7. Result ados 7.2. Result ados da at ividade cient íf ica, t ecnológica e art íst ica 7.2.9. 1) e 2) A recomendação vai ao encont ro de orient ação emanada do Sr. Reit or e j á comunicada ao Coordenador da Unidade de Invest igação LabCom-IFP, como j ust if icação de base para a criação de l inha de Pedagogia, e aos docent es do curso. ‘ ’ O Ensaio Filosóf ico, a sua forma e o seu cont eúdo’ ’ , é a propost a de part ida para def inição de t ema de invest igação didát ica específ ica de f i losof ia. 3) Em planeament o at ravés de preparação de módulos de formação cont ínua e de curt a de duração para professores e formadores das UC de didát ica e da docência que abranj am t emát icas programát icas e out ras (bioét ica, novas humanidades. . . ) que possam int eressar, pela pert inência, públ icos de formação diferenciada (no âmbit o do expresso em 5.1. 5. e 6.1.7. ). 4) Publ icação no próximo ano let ivo de part es de relat órios real izados no âmbit o do Est ágio Pedagógico. 7.2.9. 1)and 2) The recommendat ion is in l ine wit h guidance issued by t he Rect or and already communicat ed t o t he Coordinat or of t he Unit LabCom-IFP Research, as t he basis of j ust if icat ion for t he creat ion of Pedagogy l ine, and of course t eachers. 'The Philosophical Essay, it s form and it s cont ent is t he proposal of depart ure for t heme def init ion of specif ic didact ic of philosophy research.



3) In planning t hrough preparat ion of t raining modules and short durat ion for t eachers and t rainers of CU didact ics and philosophy covering programmat ic issues and ot her (bioet hics, new humanit ies . . . ) t hat may int erest , because of t he relevance, dif ferent iat ed publ ics (as expressed under 5.1. 5. and 6.1.7. ). 4) Publ icat ion in t he next academic year of part s of report s made under t he Supervised Pedagogical Pract ice. 7.3. Out ros Result ados 7.3.7. 1), 2) e 3) Em planeament o e para concret ização no próximo ano let ivo (propost as de formação cont ínua e de curt a duração) e disponibil ização de cont ext o educat ivo de e-learning. 3) Cont act o previst o com Universidade de Cabo Verde para int ercâmbio com Curso de Filosof ia da Educação, Cidadania e Direit os Humanos (como expresso em 3.2.7). 7.3.7. 1) and 2) In planning and implement ing next year (proposals for t raining and short -durat ion). 3) Foreseeable cont act s wit h Universit y of Cape Verde in order t o exchange wit h course of Philosophy of Educat ion, Cit izenship and Human Right s (as expressed under 3.2.7. ). 8. Observações 8. 1. 1) Em A.7.2 do RAA a classif icação da área secundária do ciclo de est udos apl icável é 145 (e não 142). 8. 1. 1) A.7.2 t he RAA classif icat ion of t he secondary area of t he relevant course of st udy is 145 (not 142). 9. Coment ários às propost as de ações de melhoria. 9.2. 1.Sínt ese (correção) das alt erações pret endidas (§10.1.1. do guião RAA): d) Fazer t ransit ar a UC ‘ ’ Pol ít icas Educat ivas e Organização da Educação’ ’ do 1. º ano/ 2. º semest re para o 2. º ano/ 2. º semest re. 2. Sínt ese (nova) das al t erações pret endidas (respost a ao pedido de informação da CAE de 16 de março de 2015): a) Suprimir a UC ‘ ’ Seminário de Fi losof ia’ ’ ; b) Renomear as UC ‘ ’ Seminário de Invest igação I’ ’ e ‘ ’ Seminário de Invest igação II’ ’ por ‘ ’ Seminário de Filosof ia I’ ’ e ‘ ’ Seminário de Filosof ia II’ ’ ; c) Int roduzir duas novas UC obrigat órias: ‘ ’ Anál ise de Cont eúdos Programát icos I’ ’ , ‘ ’ Anál ise de Cont eúdos Programát icos II’ ’ ; d) Int roduzir novas f ichas das UC ‘ ’ Didát ica da Filosof ia I’ ’ , ‘ ’ Didát ica da Filosof ia II’ ’ , ‘ ’ Seminário de Filosof ia I’ ’ , ‘ ’ Seminário de Filosof ia II’ ’ , ‘ ‘ Est ágio Pedagógico’ ’ . 3.Versões em inglês das novas f ichas ent regues das UC das 3 áreas da Filosof ia:



1. Synt hesis (correct ion) of t he int ended changes (§10.1.1 t he RAA): d) Change CU ‘ ’ Educat ional Pol icies and Organizat ion of Educat ion’ ’ of t he 1st year / 2nd semest er for t he 2nd year / 2nd semest er. 2. Synt hesis (new) int ended changes (response t o t he informat ion request f rom CAE 16 March 2015): a) El iminat e CU ‘ ’ Seminar in Philosophy’ ’ ; b) Rename CU ‘ ’ Research Seminar I’ ’ and ‘ ’ Research Seminar II’ ’ by ‘ ’ Seminar in Philosophy I ‘ ’ and ‘ ’ Seminar in Philosophy II’ ’ ; c) Int roduce t wo new mandat ory CU: ‘ ’ Analysis of Program Cont ent I’ ’ ', ‘ ’ Analysis of Program Cont ent II’ ’ ; d) Int roducing new curricular f i les of CU ‘ ’ Didact ic of Philosophy I’ ’ , ‘ ’ Didact ic of Philosophy II’ ’ , ‘ ’ Seminar in Philosophy I’ ’ , ‘ ’ Seminar in Philosophy II’ ’ , ‘ ’ Pedagogic St age’ ’ . 3. Engl ish version of t he new curricular f i les of t he CU of 3 areas of philosophy del ivered:

Didática da Filosofia I

1.3.1. Unidade curricular

Didát ica da Filosof ia I/ Didact ic of Philosophy I (100 caract eres)

1.3.2. Docente responsável e respetiv a carga let iva na unidade curricular

José Maria da Silva Rosa; 60Horas (1000 caract eres – preencher o nome complet o)

1.3.3. Outros docentes e respetivas cargas let ivas na unidade curricular

(1000 caract eres)

1.3.4. Learning outcomes of the curricular unit :

The UC aims mainly t o consider t he meaning and t he import ance of t he philosophy of educat ion in secondary educat ion. Learning out comes: 1. Be able t o crit ical ly j udge on t he place of philosophical t hinking in t he concert of ot her subj ect s in secondary educat ion; 2. Be able t o j ust if y t he publ ic relevance of rat ional it y and philosophical "epist eme"; 3. Make st udent s able t o discuss and argue about t he t eachabil i t y of Philosophy; 4. Recognize t he element s of philosophical dialogue and learn t o pract ice t hat same dialogue; 5. Det ermine t he programmat ic cont ext of philosophy in secondary educat ion. 6. Develop skil ls in t eaching planning; 7. To encourage t he st udent s communicat ion skil ls, sense of responsibil i t y, punct ual it y and t he at t endance. (1000 caract eres)



1.3.5. Syllabus:

1. The didact ic and pedagogical nat ure of philosophy and t he philosophical nat ure of t eaching: j ust if icat ion f rom t he hist ory of philosophy and t he exercise of philosophy.

2. About t he t eachabil i t y of philosophy. Teaching philosophy and learning t o philosophize: t he 'didaskalos', t he pedagogue and t he t eacher. The preeminence of t he Socrat ic-August inian pedagogy in t eaching philosophy. Philosophy f rom quest ions: t he example of t he medieval “ quaest iones disput at ae” .

3. From philosophy as "love of wisdom" t o "philosophy of knowing": philosophical pat hs in modernit y.

4. The philosophy programs in secondary educat ion in t he l ight of t he Basic Law on Educat ion.

5. Some approaches t o programs: t he problemat ising paradigm and t he import ance of t he argument .

6. Didact ic planning: obj ect ives, goals, skil ls, cont ent , st rat egies, resources and evaluat ion.

(1000 caract eres)

1.3.6. Demonstrat ion of the syllabus cohere nce with the curricular unit ’s object ives.

The cont ent s are def ined based on UC's obj ect ives: t o give st udent s a set of t heoret ical skil ls and pract ices relevant for t he analysis and programming of an educat ional and didact ic plan t hat has t he obj ect ive, al t hough not exclusively, of philosophy curricular program cont ent . To det ermine more accurat ely t he skil ls, approach t o t he issues and t he pract ical operat ion of philosophical t eaching at t he same t ime deepening ref lect ion and analysis by reading referenced t ext s. In order t o obt ain bet t er underst anding of t he cont ent wil l be done works in t he cont ext of class t hat wil l be available in Moodle t o al low t he exchange of messages and part icipat ion. (1000 caract eres)

1.3.7. Teaching methodologies (including evaluation ):

Classes are divided int o t hree dist inct format s: t heoret ical present at ion of t he t hemes / subj ect s, review and discussion wit h st udent s. Writ t en orient ed research and act ivit ies on t he t hemes t hat make up t he program. Accompanying t ut orial act ivit ies t hat concern t he development of t he syl labus. Met hods and evaluat ion crit eria: Conduct ing writ ing t ask wit h fort night ly periodicit y, on t he t opic t hat is being program obj ect (six t asks per semest er) – 60%. These papers wil l be present ed and discussed in class – 10%; formal planning a lesson and his t eaching wit hin t he discipl ine – 25%; assiduit y – 5%. (1000 caract eres)

1.3.8. Demonstrat ion of the coherence be tween the teaching methodologies and the learning outcomes.

The t eaching met hodologies ut i l ize t he int eract ion of exposit ory knowledge of t eachers wit h assist ance f rom t he st udent s during classes. It also cal ls for t he product ion of pract ical work in



dif ferent subj ect s covered. It is int ended t hat st udent s achieve goals in t he areas of knowledge and know-how relat ed or wit h relevant cont ent eit her wit h t he way of planning a didact ic act ivit y. Encourage cont inued work in school cont ext al lows t he st udent t o examine and evaluat e it s role in t he development of t heir own learning. The works are deposit ed in Moodle available t o al l , for al l t o see and discuss.

Didática da Filosofia II


Didát ica da Filosof ia II/ Didact ic of Philosophy II (100 caract eres)


José Ant ónio Duart e Domingues; 60Horas (1000 caract eres – preencher o nome complet o)


(1000 caract eres)


The main obj ect ive of UC is t o provide educat ional proposals of philosophy and discuss t he epist emology in which t hey are based. Learning out comes: 1. Know t he dist inct ive concept s of t eaching. 2. Know and produce crit ical ref lect ion on t he current s of philosophical t eaching. 4. Apply knowledge and skil ls acquired in t he f ield of pedagogical act ivit y. 5. To develop knowledge under new t eaching pract ices. (1000 caract eres)

1.3.5. Syllabus:

1. 1. The operat ive t eaching of genres of didact ic, research and curriculum.

2. The approach of philosophical t eaching: A) The def init ion of philosophical t eaching. B) The concept s of t eaching. C) Current t eaching in philosophy: laborat ory and didact ic concept (Izuzquiza); didact ic hermeneut ics (Vergnioux); t eaching of philosophical exercises, dissert at ion and t ext comment ary (Russ); t eaching t he t echniques of debat e and oral communicat ion (Brenif ier); semiologic didact ic (Cossut t a); cognit ive t eaching (Tozzi).

3. Implement at ion of met hodical t eaching in t he cont ext of philosophy programs: crit ical point of view.

4. New philosophical t eaching pract ices. (1000 caract eres)




This unit aims t o provide st udent s wit h knowledge, research and compet ence t o ident ify and underst and t he import ance of specif icit y and subsequent ly applying t he t eaching of philosophy t o t he curricular program. The goals are int erconnect ed consist ent ly wit h t he creat ion and st udy of development of concept s and philosophical didact ic current s wit h very specif ic feat ures t o work in t he classroom. These obj ect ives are ful ly achieved t hrough t he syl labus def ined above. This cont ent responds t o t he obj ect ives of t he course, and simult aneously meet s t he obj ect ives / cont ent of educat ional levels for which it makes t he preparat ion of st udent s. On t he ot her hand, it is provided t o t he st udent s t he abil i t y t o apply a didact ic met hodical ly st ream and make it cr it ical ly. The UC also enhances t he openness t o ref lect ion on t he development of t eaching pract ices of philosophy in cont ext s of t he publ ic sphere, in part icular philosophical cafes. (1000 caract eres)


The t eaching is organized in t heoret ical and pract ical cont act sessions. Exposit ory t eaching met hodologies are used t o feat ure t he reading of t ext s and associat ed debat es. It also proposed act ive met hodologies and st udent cent ered t hat st imulat e discussion of t he cont ent and t he exemplif icat ion of specif ic educat ional act ivit ies. The t eacher wil l fol low t he st udent holding periodic orient at ion meet ings. Act ivit ies are equal ly appl ied in int eract ive learning using t he Int ernet . The t heoret ical and pract ical valence is evaluat ed t hrough t he development of writ t en exercises and oral communicat ion in class. The exercises aimed at present ing t he current didact ics (50%), t he development of a crit ical view (25%) and an exempl if icat ion of a didact ic act ivit y (25%). (1000 caract eres)


We bel ieve t hat t he adopt ed t eaching met hodologies (which includes t he assessment met hodology) are appropriat e t o t he obj ect ives. Given t he t heoret ical and pract ical approach t o UC, we resort t o a t heoret ical foundat ion and analysis, but also a mat ch wit h a pract ical appl icat ion. To t hat ext ent , i t is required t hat st udent s perform exercises on educat ional act ivit ies relat ed t o t he t opics of t he act ual phi losophy syl labus.

Análise de Conteúdos Programáticos I


Anál ise de Cont eúdos Programát icos I / Analysis of Program Cont ent I (100 caract eres)


Joaquim Mat eus Paulo Serra; 60H (1000 caract eres – preencher o nome complet o)




(1000 caract eres)


This course aims t hat t he st udent is able t o creat e a cat egorical reference f ield, inferent ial and int erpret at ion of t he cont ent s of philosophy in secondary educat ion. Learning out comes: 1. Use procedures t o meet educat ional courses select ed by t eachers for curriculum work. 2. Perform readings, analysis and discussion of t ext s and ot her media as a basic inst rument of const ruct ion of philosophical ref lect ion in adolescence. 3. Use logical and argument at ive t echniques t o communicat e a posit ion, hold it , defend it and crit ical ly evaluat e cont rary posit ions. (1000 caract eres)

1.3.5. Syllabus:

1. The import ance and t he role of Philosophy t oday. 2. The various and het erogeneous quest ions of Philosophy. 3. Argument at ive and rhet orical cont ext s of Philosophy. 3.1. Argument at ion and formal logic. 3.1.1. Dist inct ion val idit y-t rut h. 3.1.2. Val id inferences. 3.1.3. Fal lacies. 3.2. Argument at ion and Rhet oric. 3.2.1. The argument at ive t echniques. 3.2.2. Argument at ion and informal fal lacies. 3.3. Argument at ion and Philosophy. 3.3.1. Rhet oric and Democracy. 3.3.2. Persuasion and manipulat ion. (1000 caract eres)


This unit is based on t he f ramework of knowledge t hat st ruct ure t he Philosophy curricular program of t he secondary educat ion t o promot e act ivit ies support ed in current t heoret ical knowledge t hat is int ended t o relat e t o act ivit ies t hat lead t o t he development of fundament al skil ls, in part icular t hat of reading a philosophical t ext , i t s analysis and discussion, and t o support an argument . Sect ion 1 and 2 cont ent s focus on t he init ial approach t o t he Philosophy act ivit y. Sect ion 3 discusses t he rat ional and argument at ive quest ion in it s mult iple dimensions. Issues being t reat ed as aware of problems also ref lect a t echnical possibil i t y t o dif ferent iat e t he learning Philosophy of ot her mat erials in t he school cont ext . Where t he int erconnect ion of syl labus cont ent analysis skil ls wit h t he int rinsic syst emat ic procedures t o logical inference and int erpret at ion of t hought in Philosophy. (1000 caract eres)




The t eaching met hodology wil l include t he fol lowing st rat egies: exposure of more t heoret ical cont ent ; reading and comment ary of t ext s; group work in t he classroom t o exercise t echniques of oral communicat ion and discussion about select ed t opics; t ut orial sessions; present at ion and discussion in class, pract ical exercises of argument developed by t he st udent s in class and out of t hem. The evaluat ion of st udent s wil l be cont inuous and wil l focus on t he development of reading and comment s of t ext s, oral and writ t en (60%), and reasoning exercises, one of t hem (an argument at ive essay) wil l be present ed and discussed by everyone in class (40%). (1000 caract eres)


The obj ect ives of t he course are of t heoret ical and didact ic nat ure, so t he t eaching met hodologies shal l , on t he one hand, be occasional exhibit ion of t eaching cert ain cont ent , reading and comment ary of t ext s in class and, on t he ot her hand, st rat egies t hat enable t he more pract ical work of didact ic appl icat ion, such as group work in t he classroom for t raining exercises logical, rhet orical and argument at ive, conduct ing individual exercises out side t he classroom, present at ion and discussion argument s in t he classroom. The t ut orials are designed t o al low t he st udent individual ly discuss wit h t he t eaching aspect s relat ed t o t he const ruct ion of t he argument at ive essay.

Análise de Conteúdos Programáticos II


Análise de Cont eúdos Programát icos II / Analysis of Program Cont ent II (100 caract eres)


Ana Leonor Serra Morais dos Sant os; 30H (1000 caract eres – preencher o nome complet o)


(1000 caract eres)


This unit aims t o discuss and argue in ext reme sit uat ions and dilemmat ic present in t ext s wit h dif ferent et hical perspect ives or conf ront at ion. At t he end of UC, t he st udent should be able t o: 1. Ident ify dif ferences bet ween et hical perspect ives. 2. To discuss issues of philosophical et hics f rom t he dialogue wit h t he syl labus of secondary educat ion philosophy. 3. Assess t he relevance and cont ribut ion of philosophical perspect ives on t opics of et hical-



moral nat ure. 4. Pract icing specif ic argument s of philosophical approach t o et hics. (1000 caract eres)

1.3.5. Syllabus:

1. Et hical nat ural ism and ant i-nat ural ism. 1.1. Types of nat ural ism. 1.2. The nat ural foundat ions of et hics. 1.3. The quest ion of t he foundat ion. 2. The role of emot ions in et hics. 2.1. Emot ions and feel ings. 2.2. The place and value of emot ions. 3. The quest ion of f ree wil l . 3.1. The problem. 3.2. Compat ibil ism and incompat ibil ism. 3.3. Free wil l and responsibil i t y. (1000 caract eres)


Sect ion 1 of t he syl labus al lows st udent s t o famil iarize t hemselves wit h t he main issues of t he et hical foundat ions. The ident if icat ion of compet encies of et hical dif ferences and appreciat ion of t he import ance and relevance of t he approaches are acquired across in al l syl labus sect ions. The cont ent s cont ribut e t o t he st udent t o work out t he analysis of concret e et hical cases, carry out an invest igat ion of t he problems and develop argument s wit h philosophical specif icit y and crit ical sense, as t he philosophy curricular program in secondary educat ion suggest . (1000 caract eres)


The t eaching met hodologies consist of lect ures, t eaching cont ent s of t he display, using t ext and mult imedia, and pract ical classes, in which it is proposed a t ext / f i lm for examinat ion and discussion in t he classroom environment . Out side t he classroom, t he st udent organizes t he argument t hat inform and discuss wit h col leagues in t he classroom – 30%. Cont inuous assessment result s f rom t he cont ribut ion of various oral and writ t en papers t hat wil l be required – oral present at ions (30%); writ t en paper (40%). The t ut orial sessions, individual ized, serve t o monit or t he work t hat t he st udent develops. (1000 caract eres)


The t eaching met hodologies est abl ished for t his course are in l ine wit h t he present ed learning obj ect ives. The st udy of t heoret ical perspect ives al lows t he analysis and discussion wit h more rigor. Wit h t he development of t he curriculum st udent s wil l deepen t he crit ical sense of t he et hical issues and skil ls t hat assist t he creat ion of argument s. The various required work wil l val idat e t he acquisit ion by t he st udent of t he t arget ed compet encies in t erms of knowledge, underst anding and appl icat ion of t he didact ic discussion on posit ions t hat cont radict .



Seminário de Filosofia I


Seminário de Filosof ia I / Seminar in Philosophy I (100 caract eres)


André Barat a Nasciment o; 5H (1000 caract eres – preencher o nome complet o)


José Ant ónio Duart e Domingues; 5H Joaquim Mat eus Paulo Serra; 5H José Manuel Boavida Sant os; 5H Maria Luísa Rodrigues Frazão Branco; 5H Urbano Mest re Sidoncha; 5H Ana Leonor Serra Morais Sant os; 5H José Ant ónio Campelo Amaral ; 5H José Maria da Silva Rosa; 5H (1000 caract eres)


The main goal of UC is t o give st udent s a more specif ic underst anding of t hemes and sub-t hemes of philosophy present in philosophy curr icular program of t he 10t h level. Three learning out comes are especial ly concerned: 1. Acquire t hemat ic vision and programmat ic issues. 2. Upgrade knowledge around issues or problems of philosophy. 3. Provide st udent s wit h concept ual t ools and int erpret ive and argument at ive models suit able t o st udy and research t he issues grounded in philosophical t ext . (1000 caract eres)

1.3.5. Syllabus:

THEME I - An int roduct ion t o philosophy Theoret ical Philosophy and Pract ical Philosophy Crit icism of philosophy The philosophical t ext Philosophy, science, rel igion THEME II - Human Act ion Concept of Act ion The problem of f ree wil l Axiology: subj ect ivism and obj ect ivism Values and cult ure



Int ercult ural ism and mult icul t ural ism THEME III - Et hics and Pol it ics Kant ian foundat ion of et hics Det erminism and f ree wil l Tolerance pol icy Educat ion and democracy Idea of Just ice: Rawls and Nozick THEME IV - Aest het ics and Art Beaut y t heories Aest het ics and crit icism Modes of aest het ics The creat ive process Emot ion and art THEME V - Rel igion The sacred and t he profane Reason and fait h Ecumenism (1000 caract eres)


The orient at ion of t he UC curricular program design by t opics and subt opics aims t o meet t he problemat ic vision t hat assist s t he design of t he philosophy curricular program of t he 10t h level secondary school. The present at ion by t hemes also al lows t he t uning of t he various issues t hrough concept ual t ools and epist emological properly select ed models. The philosophical t ext is const it ut ed as t he key l ink in t he development of met hodological seminars. (1000 caract eres)


This course present s a t heoret ical and pract ical nat ure, developed in a seminar f rame. Along wit h t he special ized exhibit ion of each subj ect , proceeds t o a j oint ref lect ion and shared aspect s of subj ect s. Cont inuous assessment involves t he st udent writ es an individual report for each sub-t heme developed - present ed in class and publ icized in Moodle – (50%) and t he real izat ion of an individual work, writ t en and oral, rest rict ed t o choosing a t heme and in order t o highl ight t his t heme t he main analysis and key concept s and problems (50%). (1000 caract eres)


The t eaching met hodologies are designed t o give expression t o a pedagogical relat ionship of commit ment as it is for t eachers cont ribut e t o t hat t he st udent acquires set of views and special izes problems on t he proposed t hemes. The workshop model also founds t he pat ent posit ions on t he issues under considerat ion and t he issues wil l be t he subj ect of discussion and crit icism. Writ t en assignment s, one of which is a class report and t he ot her set s t he t heme of



development , embodying t he process of updat ing and evaluat ion of knowledge and skil ls aimed at UC.

Seminário de Filosofia II


Seminário de Filosof ia II / Seminar in Philosophy II (100 caract eres)


José Maria da Silva Rosa; 10H (1000 caract eres – preencher o nome complet o)


José Ant ónio Duart e Domingues; 10H Joaquim Mat eus Paulo Serra; 10H José Manuel Boavida Sant os; 10H Maria Luísa Frazão Rodrigues Branco; 10H Urbano Mest re Sidoncha; 10H Ana Leonor Serra Morais Sant os; 10H André Barat a Nasciment o; 10H José Ant ónio Campelo Amaral ; 10H (1000 caract eres)


The main obj ect ive of t he course is t o famil iar ize st udent s wit h t he t hemat ic approach of t he specif ic cont ent s of philosophy 11 level secondary educat ion curricular program. It seeks st udent s t o achieve high performances in t he fol lowing compet encies: 1. Get in-dept h t hemat ic not ions and int egrat ion of t hese wit hin t he philosophical phenomenon. 2. Improve t he crit ical sense of select ed t opics in l ine wit h t he t eaching appl icat ion in secondary educat ion cont ext .

3. Exercise t he specif ic skil ls of philosophy and associat e t hem wit h equal ly specif ic met hodological skil ls in t his discipl ine. (1000 caract eres)

1.3.5. Syllabus:

THEME I - Rhet oric and Argument at ion Et hos, pat hos and logos Persuasion and manipulat ion Argument at ion and communicat ion THEME II - Philosophy of Knowledge



Problems of knowledge Archit ect ural Kant The bel ief THEME III - Philosophy of Science Quest ion of met hod Epist emology of Popper and Kuhn The scient if ic idea of progress Science and t echnology THEME IV - Cont emporary World Issues The issue of work Business et hics Human dignit y in a global world The suf fering and t he meaning of exist ence THEME V - Horizons of Philosophy The place of philosophy in t he cit y

Educat ion for cit izenship (1000 caract eres)


The syl labus st ruct ure is in l ine wit h t he def ined learning obj ect ives. The seminar is designed in accordance wit h t he obj ect ive of providing t he st udent a famil iarit y wit h t he t hemes of philosophy curricular program of secondary educat ion of 11 level and around t hese promot e t he updat ing of not ions, problems, analysis. Assist s it , on t he ot her hand, t he opport unit y t o provide didact ic t ransposit ion of t he cont ent of philosophy t eaching cont ext s in secondary educat ion. The t hemat ic approach and under t he responsible care of a special ist in t he f ield wil l also develop in st udent s t he specif ic skil ls of philosophy in conj unct ion wit h t he met hodological skil ls t hat are associat ed wit h t his discipl ine. (1000 caract eres)


The t eaching syst em is t heoret ical and pract ical and is int ended t o upgrade t he exposure of a problem analysis, crit ical discussion of key cat egories and t he evaluat ion of int el lect ual argument s / work present ed. The exhibit ion and discussion are support ed in t he basic t ext s t hat are given t o st udent s in advance - wil l be available in Moodle. The evaluat ion wil l consist in t he preparat ion of individual report s of sub-t heme - advert ised in Moodle (50%) - and an individual t heme work, writ t en and oral (50%). The lat t er wil l val idat e t he work levels reached regarding t he knowledge and t arget ed skil ls. (1000 caract eres)


The t eaching met hodologies t hat are designed for t his course wil l meet t he learning obj ect ives. The use of special ized t ext s, guided by t he qual it y of t he analysis and present at ions by expert s



al lows t he organizat ion of t he discussion, arming st udent s of relevant knowledge and appropriat e met hodologies t o develop t heir t raining skil ls. The improvement of crit ical sense is permit t ed in t he writ ing of individual papers. (3000 caract eres)

Estágio Pedagógico


Est ágio Pedagógico / Pedagogic St age (100 caract eres)


José Ant ónio Duart e Domingues; 60H (1000 caract eres – preencher o nome complet o)


(1000 caract eres)


It is int ended:

1. To encourage t he personal and professional development of st udent s t hrough init iat ion t o professional pract ice;

2. Develop scient if ic and pedagogical-didact ic compet encies specif ic t o t he t eaching / learning philosophy;

3. To coordinat e t he scient if ic, pedagogical and t eaching and social skil ls wit h pract ice in t he classroom and at school;

4. To involve t he t rainee in t he spect rum of professional, personal, social and civic responsibil i t ies t hat are expect ed of t eachers;

5. Promot e invest igat ive at t i t ude in t he specif ic cont ext of t eaching philosophy in secondary educat ion;

6. To promot e crit ical and ref lect ive at t i t ude t owards chal lenges, processes and performances of t he professional everyday l i fe. (1000 caract eres)

1.3.5. Syllabus:

1. The Supervised Pedagogical Pract ice (SPP) plan - legal provisions, nat ure and obj ect ives of UC, const it ut ion of t he Commission and of t he Cent ers, assessment met hodologies, assist s, regencies, scheduled act ivit ies.



2. Curriculum guidel ines and educat ional school.

3. St udent Port fol io.

4. Teaching plan - planning, implement at ion, evaluat ion.

5. Final Report . (1000 caract eres)


The UC is designed t o respond t o personal , social and vocat ional t raining st rat egies and t o meet t he rigorous indicat ors in scient if ic and pedagogical-didact ic preparat ion, int egrat ion and int ervent ion f rom beginner at school. The SPP plan is elaborat ed at t he beginning of t he academic year and is available in Moodle and emailed t o al l st udent s. It represent s a f ramework agreement reached in Int ernship Commission. The Philosophy curricular program and t he Cooperat ing School const it ut e t he plat forms t ransposit ion of t he t heoret ical product ion and pract ice, which is very broad, but fundament al, f rom t he academic process t o t he process of vocat ional t raining. The proposed organizat ion shaped act ivit y in an individual port fol io aims t o encourage ownership of t he process and also encourage educat ional organizat ion t hat we need t o cult ivat e permanent ly t hroughout t he performance of t he didact ic act ivit y. The obj ect ives of t he course are considered t o be achieved t hrough t he product ion of t he f inal report . This was est abl ished as sealer element of t he PT deepening st at e in it s mult iple references. It is expect ed t hat t he report ref lect s t he issues raised by st udent s on school cont ext and t he classroom. In t his desiderat um it added t he abil i t y t o ident ify problems and analyze t hem in a plan t hat might across val idat e a research-act ion-orient ed problem solving. (1000 caract eres)


There are fundament al ly t hree t eaching met hodologies, including evaluat ion:

1. The supervision of t he pedagogical pract ice, focusing on: a. Teaching pract ice (lect ure preparat ion, lect ure and examinat ion of i t ); B. Sessions of scient if ic and pedagogical-didact ic nat ure; c. Int ervent ion in school and in t he middle; d. At t i t udes of t he st udent . The calculat ion of t he f inal classif icat ion of SPP result s f rom t he appl icat ion of t he fol lowing considerat ions: a. Cooperat ive advisor - 50%; B. Depart ment curriculum coordinat or or coordinat ing council of t eachers - 10%; c. UBI advisor - 40%.

2. Port fol io of descript ive and document ary element s of IPP experience in considerat ion of t he fol lowing: a. Teaching act ivit ies; B. Act ivit ies at school; c. Act ivit y cent ers.

3. Final Report , wit h a focus on scient if ic and educat ional aspect s in t eaching area and relevant t heme for t he exercise of t he t eaching profession. In t he publ ic defense of t he f inal report are considered t he fol lowing component s: A. Scient if ic / int ernship report t echnique; B. Qual it y publ ic present at ion; C. Publ ic discussion: securit y and reasoning capacit y. The f inal classif icat ion of t he report is given by t he weight ed average, rounded t o t he t ent h, t he rat ings assigned on a scale f rom 0 t o 20 t o component s of t he evaluat ion A t o C according t o t he fol lowing weight s: A: 50%; B: 25%; C: 25%. (1000 caract eres)




We bel ieve t hat t he met hodologies present ed reinforce t he st udent 's close monit oring along t he PT. The supervision exercised by t he Cooperat ive Advisor (CA) is daily at school . The CA draws an observat ion plan lessons and regencies. Schedule meet ings of t he nucleus and promot es exchange of views among beginners. Supervision of t he UBI Advisor in t he individual t ut orial monit oring uses t he int ernet plat forms for receipt and disseminat ion of individual and group act ivit ies developed in school and UBI. Meet ings of t he Pedagogic St age Commission are held periodical ly - December, March and June. In t he middle meet ing t he advisors est abl ishes a qual it at ive classif icat ion proj ect ion of supervision in relat ion t o obt aining t he crit eria referenced in PT UBI Regulat ions. In t hese meet ings it is cont emplat ed t he examinat ion of t he port fol io. The CA shal l del iver a print report of t he reasons for his assessment . This is at t ached t o t he st udent 's academic process. The Report is preceded by t he development of a plan and a present at ion of i t s principal l ines t o t he members of t he Scient if ic Commit t ee of t he course. The report of t he plan is at t ached t o t he st udent 's academic process.

UBI, 08/ 07/ 15 José A. Domingues

acef/1314/04077 decisão de apresentação de pronúncia · 2015. 9. 23. · perguntas a.11...

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