Textual practices

Scholar Year: 2018/2019 - 1S

Courses

Head Teacher Responsability Mariana Abrantes de Oliveira Pinto Alte da Veiga Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 1 3,00 Tiago Falcoeiras   3,00

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

-To be aware of different linguistic uses and textes possibilities in the comunnities
- Toidentifie some factorsof linguistic variation (situation, social, geographical and along time)
-To stimulate attitudes of linguistic and cultural tolerance
-To distinguish the rules form written and oral speeches
- To develop acess to books and reading competences in the families
- To develop diferente strategies of Reading in diferente supports and diferente goals
- To strength multifonctional competences in writting
- To be able to use diferent tecnhological resources for reading anda writing

Syllabus

A.Portuguese Language as na instrument of cognition and communication
- The context and comunnication needs
-Language, linguistic comunity and speaker
-Linguistic skills, metalinguistic skills, camunnication skills and speaking skills
B. Structure and language fonction
- Rule and linguistic variation
-Patterns for european portuguese and diferent situations,social and dialects (from phonological to and lexic)
-Different possibilities of worldwile Portuguese language
-Portuguese language evolution.
C. Written and oral uses of Portuguese language
- Text, type and discourses
- Differente types of text
- From oralto written:differences
- From writting to punctuation
D. Develloping reading and writting in familiar contexts
- Reading, writting and digita lLiteracies.
- Reading profiles and Reading pratices in family
- Promoting lifelong book Reading strategies (from 0 to 100)
- Reading for information needs and building knowledge
- Different writting (from solving daily problems to express as a person...)
- Reading and writting tecnhiques using the computer (social network, access to internet, filling forms...)

Demonstration of the syllabus coherence with the UC intended learning outcomes

The classes and the dicussions will include the presentation and debate for all themes of the syllabus and pratical and individual or group exercices. Some Reading activies are foreseen as well as writting and thinking about Portuguese Language.
Students will have to complete this class activities with the research and Reading of documents,papers and books as well as with the production of literacy reading activities in the families.
Visits to libraries and resource centres are expected for all students

Teaching methodologies

Continuous evaluation

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

Assessment includes punctuality, daily participation, the intervention in class activities and visits.
The construction of a pratical work (presented in the sessions, using digital support) and a written and individual exercice.
The first part willhave 10% of final evaluation;
The group work and the presentation is 40% of final evaluation (till 11 january)
- Written reflexion about all contents of the syllabus (individual) is 50% (willbe done indecember)

As na alternative to continuous evaluation students may submitt to a final exame. Till the end of the first week they must inform teachers about the way they prefer.

All students may use Moodle Platformto know what sessions are about.

Recognised working students must contact teachers,during the 2 first weeks, in order to define final evaluation needs.

Assessment methodologies and evidences

Work in the sessions and individual local reflexion.

Attendance system

Students have to attend 75% of classes

Bibliography

CERRILLO, Pedro & Santiago Yubero (orgs.) (2007). La formación de mediadores para la promoción de la lectura, 2.ª edición corregida, revisada y aumentada, Madrid: Centro de Estudios de Promoción de la Lectura y Literatura Infantil de la Universidad de Castilla - la Mancha.
COSTA, Maria Armanda (coord.) (2010). Muitas ideias, um mar de palavras - propostas para o ensino da escrita. Lisboa: Fundação Calouste Gulbenkian.
DGIDC (2008). Dicionário terminológico para consulta em linha (DT). Lisboa: Ministério da Educação. [disponível em http://dt.dgidc.min-edu.pt]
DUARTE, Inês (2000). Língua Portuguesa. Instrumentos de análise. Lisboa: Universidade Aberta.
DUARTE, Isabel Margarida (org.) (2002) Gavetas de leitura. Estratégias e materiais para uma pedagogia da leitura. Porto: Asa.
FERRONHA, António Luís (coord.) (1992). Atlas da Língua Portuguesa na História e no Mundo. Lisboa: Imprensa Nacional – Casa da Moeda.
MATA, Lurdes (2006). Literacia familiar. Ambiente familiar e descoberta da linguagem escrita. Porto: Porto Editora.
MATEUS, Maria Helena Mira & Esperança Cardeira (2007). O essencial sobre a língua portuguesa: norma e variação. Lisboa: Caminho.
PINTO, Paulo Feytor (2009). Novo Acordo Ortográfico da Língua Portuguesa. Lisboa: Imprensa Nacional – Casa da Moeda.
RAPOSO, Eduardo Paiva, Maria Fernanda Bacelar do Nascimento, Maria Antónia Mota, Luísa Segura e Amália Mendes (orgs.) (2003). Gramática do Português. 3 vols. Lisboa: Fundação Calouste Gulbenkian.
VIANA, Fernanda Leopoldina & Maria Margarida Teixeira (2002). Aprender a ler: Da aprendizagem informal à aprendizagem formal. Porto: Edições Asa.