|Psychology of Learning and Social Dimension||935PADS|
|1||Master||Educational Sciences: Special Education (Cognitive and Motor Domain)||8 ects|
|Learning Period:||Language of Instruction:||Total Hours:|
|Learning Outcomes of the Curricular Unit:|
|1- Analyze human development as internal reorganization in the light of new perspectives in Cognitive Psychology and Social|
2- To characterize the main developmental disorders and learning, identifying intervention lines
3- To analyze the importance of the educational intervention in disabled child
4- To understand the complexity of educational situations of curricular perspective and socio-cultural and as contexts of development.
5- To understand the phenomenon of social and cultural diversity and its implications in the educational processes.
6. Acknowledge that education is a complex relational process, beyond the teacher / student relationship and is not limited to formal education acts.
7 Know and critically evaluate different patterns of interaction between individuals and groups in educational settings.
8. Understand the education system at all its levels, a systemic organizational and functional perspective.
|I - HISTORICAL PERSPECTIVE OF PSYCHOLOGY Evolutionary|
II - DEVELOPMENT explanation of how the internal reorganization
III - BINDING
IV - BEHAVIOR DISORDERS
V- EDUCATION CONCEPTS, DEVELOPMENT AND SOCIETY. EDUCATION, FAMILY AND COMMUNITY.
VI -SCHOOL AS SOCIAL ORGANIZATION.
VII -EDUCATIONAL ACTIVITY (ARRANGEMENTS, FUNCTIONS AND PAPERS).
VIII -RELATIONSHIP INTERPERSONAL IN EDUCATIONAL SETTINGS.
IX -EDUCATION CONNECTION AND DIVERSITY.
X -UNDERSTANDING THE PHENOMENON OF SOCIAL AND CULTURAL DIVERSITY AND THEIR INFLUENCE IN THE EDUCATIONAL PROCESS.
|Demonstration of the Syllabus Coherence with the Curricular Unit's Objectives:|
|The objectives 1, 2, and 3, grounded in content I; II; III and IV, will enable knowledge and articulation of concepts related to cognitive development approach framing studies can be summed up under the name of Developmental Psychology and Education and seeking operationalize how the factors socio- cultural intervene and influence the development. With goals 4, 5, 6, and 7, underpinned by the V content; VI, VII, VII; IX and X, will be demonstrated the importance that the school takes based on a broader role in promoting global development and education of children without exception, not just focusing on their cognitive development but also in their social and emotional development: schools will be more successful in their educational mission to make efforts to integrate social and emotional learning in the educational experience of students, contributing for current and future success in personal and professional life.|
|Teaching Methodologies (Including Evaluation):|
|The practical will be based classes in presentation and discussion of the program's content and the resolution of practical cases. It will give emphasis to the promotion of dialogue in which all participate, through their own experience and knowledge. Pairs the work will be done during working hours and will then be submitted to analysis and discussion by the class students. The assessment will consist in performing one individual written (a); in the development of one group work with analysis and group discussion (b). The end result (RF) is obtained from the formula: F = 60% (a) + 40% (b)|
|Demonstration of the Coherence between the Teaching Methodologies and the Learning Outcomes:|
|The development of the classes take place integrating the teaching methodologies with the fundamental objectives . The provision of information and scientific knowledge and provided technical objectives will be developed in the beginning of each issue to address, in practical classes, where the relationship with the students' prior knowledge is established. In these sessions you want will be to develop students' skills and increase their awareness of the importance of the issues addressed in the real current context, contributing to a better environment and also ease the perception of the goals to be achieved. A dialogue in which all participate, through their own experience and knowledge leading to the sharing of knowledge, doubts and questions, in order to benefit a motivating and meaningful learning where knowledge gained can be applied in different contexts and variables will be stimulated. Practical work required group of students will have an important contribution to achieving the objectives defined for UC, providing understanding and implementation of the thematic study, as well as knowledge sharing among group members. The students' evaluation will serve to assess the effectiveness of the developed teaching methodologies|
|Abrantes, P. & Sebastião, J. (2012). Portões que se abrem e que se fecham. Processos de inclusão e de segregação nas escolas públicas portuguesas. Em Dornelas et a.l (org.), Portugal Invisível. Lisboa: Ed. Mundos Sociais, 75-93.|
Barroso, J. (2005). Politicas Educativas e Organização Escolar. Lisboa: Livraria Aberta;
Bronfenbrenner, U. (1995). Developmental ecology through space and time. Em: P. Moen., G. H. Dubet, F. (2003), "A escola e a exclusão", Cadernos de Pesquisa (119), pp. 29-45.
Torres, L. & Palhares, J. A. (2009). Estilos de Liderança e Escola Democrática, Actas do Encontro Sociedade e Educação. Lisboa: Universidade do Minho em: https://repositorium.sdum.uminho.pt
van de Pol, J., Volman, M. & Beishuizen, J. (2010) Scaffolding in teacher-student interaction: A decade of research. Educational Psychology Review, 22, 271-296.
Vygotsky, L. S. (1998). Pensamento e Linguagem. (2ª ed.). São Paulo: Martins Fontes.
|Lecturer (* Responsible):|
|Joaquim Ramalho (firstname.lastname@example.org)|
Luísa Saavedra (email@example.com)