ISMAT 27141

Learning and Development

• ApresentaçãoPresentation

  The UC addresses the fundamentals of human development and the main theories of learning, linking them to pedagogical practices applied to the teaching of Visual Arts. The program structure allows for a progressive understanding of cognitive, linguistic, and socio-emotional processes throughout the life cycle, as well as a critical analysis of different theoretical approaches to learning in educational contexts. The methodology adopted, focused on active participation and critical reflection, is aligned with the objectives of teacher training and promotes the development of essential teaching skills, namely the ability to analyze, adapt pedagogically, and justify educational practices.
• ProgramaProgramme

  1. General principles and laws of development 2. Cognitive development 3. Language acquisition and development 4. Social-emotional development 5. Relationship between development and learning 6. Paradigms in learning theories 6.1. Behaviorism 6.2. Gestaltism and cognitivism 7. Learning theories 7.1. Behaviorist model 7.1.1. Operant conditioning 7.1.2. Social learning theory 7.2. Cognitive model 7.2.1. Piaget's constructivism 7.2.2. Bruner's theory of instruction 7.2.3. Ausubel's meaningful learning 7.2.4. Information processing theory 8. Student-centered learning models
• ObjectivosObjectives

  At the end of this course, students should be able to: 1. Understand the principles and main laws of human development throughout the life cycle; 2. Identify and analyze cognitive, socio-emotional, and language development processes; 3. Explain learning phenomena in different contexts and stages of development; 4. Compare paradigms and theories of learning relevant to arts education; 5. Critically analyze the applicability of the main theories of learning in the classroom context; 6. Relate the knowledge acquired to real educational situations and pedagogical practices.
• BibliografiaBibliography

  Arends, R. (1995). Aprender a ensinar. McGraw-Hill. Bravo-Andrade, H., et al. (2018). Introducción al modelo ecológico del desarrollo humano. César, M. (2022). Psicologia da Educação. Edições Sílabo. Darling-Hammond, L. (2017). The Right to Learn. Jossey-Bass. Eysenck, M. W., & Keane, M. T. (2015). Cognitive Psychology (7th ed.). Psychology Press. Giordan, A. (2007). Aprender. Instituto Piaget. Harley, T. A. (2013). The Psychology of Language (4th ed.). Psychology Press. Klein, S. (2012). Learning: Principles and Applications (6th ed.). SAGE. Miranda, G., & Bahia, S. (2005). Psicologia da educação. Relógio d’Água. Vygotsky, L. S. (1978). Mind in Society. Harvard University Press.
• MetodologiaMethodology

  The course adopts teaching and learning methodologies focused on active student participation and shared knowledge construction, valuing critical thinking, autonomy, and reflection on practice. The main methodologies used include: - Guided readings previously indicated for each thematic unit, which support class preparation and critical student engagement; - Group discussions, promoting informed debate, active listening, and constructive argumentation; - Case studies, analysis of real educational situations, and pedagogical simulations; - Collaborative work, using digital platforms when applicable, stimulating peer learning; - Problem-based learning (PBL), allowing for the practical application of content and the articulation between theory and action.
• LínguaLanguage

  Português
• TipoType

  Semestral
• ECTS

  6
• NaturezaNature

  Mandatory
• EstágioInternship

  Não