| 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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Language |
Portuguese. Tutorial support is available in English.
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