Overall objectives:

1 - Discuss and consolidate the concept of pedagogy.
2 - Analyze the conceptual differences between pedagogy, didactics, pedagogical practice and teaching practice and corresponding implications.
3 - Understand the student?s activity as part of pedagogical practice.
4 - Analyze the conceptual differences between innovation, change and reform.
5 - Understand the various conceptions of pedagogical innovation, including the differences between disruptive innovation and incremental innovation.
6 - Build a concept of pedagogy appropriate for learners and teachers of the XXI century.
7 - Build a concept of educational innovation in the twenty-first century.

Syllabus:

1 - Evolution of the concept of pedagogy and the field where it is exercised.
2 - Distinction between didactics, pedagogical practice and teaching practice and inherent pedagogical implications.
3 - Pedagogical practice as inter-social relationship with a view to learning according to the cultural-historical perspective of Lave & Wenger.
4 - Differences and similarities among pedagogical innovation, educational innovation and innovation in didactics; difference between change and innovation; discussion of the existence of a causal link between pedagogical innovation and educational or curricular reform.
5 - Disruptive innovation (Christensen?s perspective) and incremental innovation; innovation as a discontinuity (Kuhn?s perspective) or as continuity.
6 - Pedagogy for the information society: the new profiles of apprentices and the new roles of teachers.
7 - Educational innovation as a dynamic concept and its update in the light of the unpredictability of change in the twenty-first century.

Literature/Sources:

Lave, J. e Wenger, E. , 1991 , Situated learning: Legitimate peripheral participation , Cambridge USA: Cambridge University Press
Perrenoud, P. , 2000 , 10 novas competências para ensinar , Porto Alegre: ARTMED Editora
McDermott R., Snyder W. M. & Wenger E. , 2002 , Cultivating Communities of Practice , Boston: Harvard Business School Press
Beauté, Jean , 2004 , Courants de la pédagogie , Chronique Sociale
Deborah Kelsh, Dave Hill & Sheila Macrine , 2010 , Class in Education - Knowledge, pedagogy, subjectivity , Abingdon: Routledge
Fino, C. N. , 2016 , Inovação Pedagógica e Ortodoxia Curricular ,
Hargreaves, A., Earl, L. Moore, S & Manning, S. , 2002 , Aprendendo a mudar: o ensino para além dos conteúdos , Porto Alegre: Artmed
Hinchey, H. P , 2004 , Becoming a critical educator - defining a classroom identity, designing a critical pedagogy , New York: Peter Lang Publishing

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
In addition to the theoretical exposition and clarification of concepts by the teacher, using multimedia resources, the class also deals with the reading of texts followed by discussion in pairs, group and plenary. Large readings take place outside the classroom sessions. The curricular unit includes a practical component in which the postgraduate students, individually or organized in groups, collect and organize relevant information on the topics under study. For the evaluation is taken into account the level of participation of each in the classroom activities (30%) and the organization, presentation and discussion of an individual portfolio that collects and organizes information selected (70%).