2024
Intervention Projects in Non Formal Educational Contexts
Name: Intervention Projects in Non Formal Educational Contexts
Code: PED01604L
5 ECTS
Duration: 15 weeks/130 hours
Scientific Area:
Education Sciences
Teaching languages: Portuguese
Languages of tutoring support: Portuguese
Regime de Frequência: Presencial
Sustainable Development Goals
Learning Goals
- Developing skills of understanding about the scope and variety of contexts with those the educator and teacher can develop educational projects;
- Promote the role in educational contexts, social and cultural differentiated, based on a training project undertaken with the complexity that makes up and sustains the ecology of early childhood development;
- Promote the knowledge of the dimensions of the teaching profession, helping to raise a conscience of ethical imperatives, and social ethics on which is founded;
- Rehearse transversal practices, transdisciplinary and institutional cooperation, taking as common reference for action, the promotion of children rights, the quality of services provided to children and transversal learning's;
- Participate in the development of partnerships that support and promote the idea of "educating cities", guiding spaces, institutions, projects and services for the adoption of practices wi
- Promote the role in educational contexts, social and cultural differentiated, based on a training project undertaken with the complexity that makes up and sustains the ecology of early childhood development;
- Promote the knowledge of the dimensions of the teaching profession, helping to raise a conscience of ethical imperatives, and social ethics on which is founded;
- Rehearse transversal practices, transdisciplinary and institutional cooperation, taking as common reference for action, the promotion of children rights, the quality of services provided to children and transversal learning's;
- Participate in the development of partnerships that support and promote the idea of "educating cities", guiding spaces, institutions, projects and services for the adoption of practices wi
Contents
1. The systemic and interactive dimension of the intervention in education.
2. Concepts and practices of community education. The "educating cities".
3. The Pedagogy of the Project.
4. Emerge specific contents of the projects to develop:
4.1. Environmental Education Projects
4.2. Educational activities in libraries
4.3. Museum activities: The Museum as an educational space
4.4. The discovery of the patrimonial heritage by children
4.5. Activities in Childhood: artistic and playful exploration of public spaces.
4.6. Organization and activities of toy libraries
4.7. Community intervention projects
4.8. Others
2. Concepts and practices of community education. The "educating cities".
3. The Pedagogy of the Project.
4. Emerge specific contents of the projects to develop:
4.1. Environmental Education Projects
4.2. Educational activities in libraries
4.3. Museum activities: The Museum as an educational space
4.4. The discovery of the patrimonial heritage by children
4.5. Activities in Childhood: artistic and playful exploration of public spaces.
4.6. Organization and activities of toy libraries
4.7. Community intervention projects
4.8. Others
Teaching Methods
- Orientation of the project design, the planning and educational actions to be carried out by students
- Direct observation, reflection and analysis of cooperative projects
- Interdisciplinary approach of contents developed throughout the course
-Training seminars in order to respond to emerging key issues of the intervention
- Support and supervision of the intervention
Assessment
The evaluation of Intervention Projects in Non-Formal Educational Contexts is understood as a process that accompanies and supports the development of trainees' skills in an intervention context.
Continuous Assessment Regime
The Final Classification results from a joint and negotiated assessment, to which students contribute based on the following elements:
- Project design and implementation (50%)
- Project report (individual reflections + collective work) (25%)
- Presentation (25%)
Comments:
1. Given the specificity and the way it operates, this uc does not have a final assessment regime (Academic Regulations, article 110, paragraph 10).
2. To obtain approval at the uc, the student must be integrated into a group, participating in all work activities, contributing actively and committed to the completion of the project.
Continuous Assessment Regime
The Final Classification results from a joint and negotiated assessment, to which students contribute based on the following elements:
- Project design and implementation (50%)
- Project report (individual reflections + collective work) (25%)
- Presentation (25%)
Comments:
1. Given the specificity and the way it operates, this uc does not have a final assessment regime (Academic Regulations, article 110, paragraph 10).
2. To obtain approval at the uc, the student must be integrated into a group, participating in all work activities, contributing actively and committed to the completion of the project.
Certificações
