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Textual practices
Scholar Year: 2023/2024 - 1S
| Code: |
AF04 |
|
Acronym: |
PT |
| Scientific Fields: |
Língua e Literatura Materna |
Courses
| Acronym |
N. of students |
Study Plan |
Curricular year |
ECTS |
Contact hours |
Total Time |
| TSPSFC |
20 |
|
1º |
5,0 |
45 |
135,0 |
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 informationand building knowledge
- Different writting (from solving daily problems to express as a person...)
- Reading and writting tecnhiques using the computer (social network, access tforms...)o internet, filling needs
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.
Assessment parameters:
- Attendence: 5%;
- Participation in face-to-face and autonomous activities (individual or group): 95%.
As an 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
Punctuality and attendance: 5%.
Participation in face to face and autonomous activities: 45%.
Oral presentation: 25%
Written reflection on all the themes and contents of the program (individual): 25%.
Bibliography
Bergström, Magnus; REIS, Neves (1998). Prontuário Ortográfico e Guia da Língua Portuguesa. Lisboa: Editorial Notícias.
Cuesta, Pilar Vazques e LUZ, Maria Albertina Mendes da. Gramática da Língua Portuguesa. Lisboa: Edições 70.
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.
D’Silvas Filho (2003). Prontuário Universal – Erros Corrigidos de Português, 3.ª edição. Lisboa: Texto Editora.
Estrela, Edite, et al. (2004). Saber Escrever, Saber Falar – Um Guia Completo para Usar Correctamente a Língua Portuguesa. Lisboa: Dom Quixote.
Gomes, Aldónio e Cavacas, Fernanda (2005). Escrever Direito – Ortografia. Lisboa: Clássica Editora.
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.
Monteiro, Deolinda e Pessoa, Beatriz, Guia Prático dos Verbos Portugueses, Lisboa, Porto, Coimbra: Lidel, Edições Técnicas, Lda.
Monteiro, Manuel, Dicionário de Erros Frequentes da Língua, Lisboa: Soregra, 3.ª edição.
Monteiro, Manuel, Por Amor à Língua – Contra a linguagem que por aí circula, Lisboa: Objectiva, 2018.
Público, Comunicação Social (2005). Livro de Estilo. Lisboa: Público.
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.
DICIONÁRIO PRIBERAM: https://dicionario.priberam.org/
INFOPÉDIA: https://www.infopedia.pt/
PORTAL DA LÍNGUA PORTUGUESA: http://www.portaldalinguaportuguesa.org/
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