| Code |
18022
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| Year |
1
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| Semester |
S1
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| ECTS Credits |
9
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| Workload |
OT(15H)/TP(45H)
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| Scientific area |
Didática da Filosofia
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Entry requirements |
Doesn't exist.
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Learning outcomes |
The objectives of the CU are:
1. Develop a significant understanding of the field of Philosophy Didactics;
2. Reflect on the meaning and importance of teaching philosophy in high school;
3. Take a critical stance on the place of philosophical reflection in the context of other secondary education subjects;
4. Justify the public relevance of philosophical rationality and “episteme”;
5. Identify knowledge, skills and attitudes inherent to the content areas and teaching of the subject in secondary education;
6. Determine the context of essential philosophy learning in secondary education;
7. Develop skills in the field of didactic planning;
8. Promote communication skills, a sense of responsibility, punctuality and attendance.
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Syllabus |
1. The didactic-pedagogical nature of philosophy and the philosophical nature of didactics: justification based on the history of philosophy and the exercise of philosophizing.
2. On the teachability of philosophy. Teaching philosophy and learning to philosophize: the ‘didáskalos’, the pedagogue and the teacher. The preeminence of Socratic-Augustinian pedagogy in the teaching of philosophy. Philosophy from questions: the example of the medieval
“quaestiones disputatae”.
3. From philosophy as “love of wisdom” to “philosophy as knowledge”: philosophical paths in modernity.
4. Essential learnings of philosophy in high school.
5. The problematizing approach to essential learning and the importance of argumentation and conceptualization.
6. Didactic planning: purposes, objectives, skills, content, strategies, resources and evaluation.
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Main Bibliography |
Aprendizagens Essenciais da Filosofia, MEC (2018).
Barata Moura J. (1988). “Em torno da expulsão da Filosofia e da ‘Filosofia’ da expulsão” in A Filosofia Face à Cultura Tecnológica, Coimbra: APF, pp. 30-35.
Boavida J. (1991) Filosofia - do Ser e do Ensinar. Coimbra: Instituto Nacional de Investigação Científica.
Carmo Ferreira M. (1988) “O Lugar da Filosofia no Curriculum do Secundário” in A Filosofia Face à Cultura Tecnológica, Coimbra: APF, pp. 116-124.
Cossuta F., Didáctica da Filosofia – Como Interpretar Textos Filosóficos, (1998), Porto: Edições Asa.
Fabre, M. (2017). Qu’est-ce que problématizer? Paris: Vrin.
Fisher, R., (1998). Teaching Thinking: Philosophical Inquiry in the Classroom. Cassell.
Perfil dos Alunos à Saída da Escolaridade Obrigatória. MEC (2017).
Platão (1985). Êutifron, Apologia de Sócrates, Críton. Lisboa: INCM.
Santo Agostinho (1999). O Mestre. Porto: Porto Editora.
Tomás D’Aquino (2004). Sobre o Ensino (de Magistro). Martins Fontes.
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Teaching Methodologies and Assessment Criteria |
Completion of written work, every two weeks, on the topic that is the subject of the program (six tasks per semester). These works will be presented and discussed in the classroom – weighting of 40% for the written work and 10% for the oral presentation; participation 10%; formal planning of a lesson and its teaching within the scope of the discipline – weighting of 40%.
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Language |
Portuguese. Tutorial support is available in English.
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