4 credits 60 theoretical hours
OBJECTIVES:
Offer theoretical-practical subsidies that allow the understanding of the educational process as a whole and in particular, the teaching-learning process; Enable the dimension and deepening of the educational theme with a view to developing a critical spirit and perception of the social function of the University and the role of higher education in the context in which it operates; Experience teaching situations, aiming for articulation between theory and practice;
SUMMARY:
Psychological, philosophical, socio-economic-political aspects of education.
Higher education legislation. Pedagogical relationship between teacher and student. Teaching-learning process:
Theoretical foundation, planning, practical application and evaluation
PROGRAM CONTENT:
I – Unit Scheduled 24-hour workload
Society and Education
Main philosophical currents that influence education in Brazil today.
Socio-political-economic determinants that influence the development of
teaching – learning process.
Psychological variables that influence the teaching – learning process.
Cognitive theories and the construction of knowledge
The student and his psychosocial reality.
Science in an interdisciplinary vision
II – Unit Scheduled workload 08 h
Organization of Higher Education.
Historical approach to higher education in Brazil.
Functions of the University.
University planning and administration.
Main organizational aspects: end activities and means activities.
The University and teacher training.
The University in the future: the construction of human dignity.
III – Unit Scheduled workload 20 h
Teaching – Learning Process.
Notions of systemic and participatory planning.
Formulation of objectives.
Importance.
Behavioral objectives. Yes or no? When?
Program contents.
Selection, organization and contextualization of content.
Methodology.
Teaching methods and techniques.
Material resources.
Different types of audiovisual resources.
Use – means or end?
Assessment and measures
Difference between assessment and measurement.
Measure with reference to the norm or criterion.
Difference between technique and instrument.
Assessment modality.
IV – Unit Scheduled workload 08 h
Determining factors in the dynamics of a class
BIBLIOGRAPHY:
ABREU, Maria Célia de and MASETTO, Marcos Tarciso. The university professor in
classroom. São Paulo: Ed. Associados, 1990.
BORDENAVE, Juan Diaz. Teaching learning strategies. Petrópolis, RJ: Voices,
1985.
BRANDÃO, Carlos R. (org), The educator: life and death. RJ, Ed. Graal, 1982, p. 13-70.
CANUTO. Vera Regina. A. Politicians and educators: the organization of higher education in
Brazil. Petrópolis, RJ: Vozes, 1987.
FAVERO, Maria De Lourdes de A. The Brazilian university in search of its
identity. Petrópolis, RJ: Vozes, 1991.
GADOTTI, Moacir. Education and Power: Introduction to conflict pedagogy. São Paulo:
Cortez, 1991.
___________________. Brazilian pedagogical thought. São Paulo: Edotora Ática,
1991.
___________________. Dialectical conception of education. São Paulo: Cortez, 1987.
GROSSI, Esther Pillar et al. Post-Piagetian Constructivism: A new paradigm
about learning. Petrópolis: Voices, 1993.
HOFFMANN, Jussara M. L. Mediator Assessment. Porto Alegre: Education & Reality,
1993
____________________. Evaluation: Myth & Challenge. A constructive perspective.
Porto Alegre: Education & Reality, 1991.
LIBÂNEO, José Carlos. Didactics. São Paulo: Cortez, 1992.
____________________. Democratization of public schools: Critical social pedagogy
of the contents. São Paulo: Editions. Loiola, 1991.
LOPES, Antonia Osima et al. Rethinking Didactics. Campinas. Campinas, SP:
Papirus, 1991.
