Didactics of Portuguese Language and Literature in the 2nd cycle

Scholar Year: 2023/2024 - A

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 0,80 Susana Paula Pereira   1,20

Teaching language

Portuguese

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

• Mobilize knowledge about language development and didactics.
• Transfer knowledge of language, linguistics and literature to develop didactic skills and attitudes from a professional perspective.
• • Deepen knowledge of children's literary works, including multimodal texts and digital literacy experiences.
• • Critically reflect on the teaching and learning of Orality, Reading, Writing and Explicit Language Knowledge in the 2nd CEB.
• • Critically analyze pedagogical and didactic strategies to support teaching, learning and assessment in the mother tongue and non-mothertongue.
• • Plan and implement learning sequences in the 2nd CEB.

Syllabus

Principles and guiding documents for the teaching of Portuguese.
Tools to support the teaching, learning, and study of children.
Textual genres: guidelines and development strategies
Oracy: listening and speaking
- Oral genres
- Strategies and activities that enhance the development of orality.
Writing: reading and writing
- Methods of initiation to reading and writing
- Decoding: models and ways of access
- Understanding texts
- Literature for childhood and multimodal texts
- Reading assessment
- The orthographic dimension of writing
- Evaluation of writing
- Strategies and activities that enhance the development of reading and writing.
From linguistic awareness to explicit knowledge of the language
- Delimitation of concepts: grammar, linguistic awareness, explicit knowledge of aspects of phonology, morphology and syntax
- Expansion of lexical awareness
- Strategies and activities that enhance the development of grammatical knowledge

Demonstration of the syllabus coherence with the UC intended learning outcomes

A UC contempla sessões que configuram diferentes metodologias: (i) a leitura, análise e discussão de documentos normativos e orientadores doensino da língua e da literatura no 2.º ciclo; (ii) apresentação, discussão e sistematização de informação, com base em autores de referência; (iii)análise, seleção, elaboração, apresentação e discussão de sequências didáticas; (iv) Reflexão sobre as práticas e confronto com propostasdidaticamente fundamentadas. Serão utilizadas diferentes modalidades de trabalho, individual, a pares e/ou em grupo, incluindo tarefas a distância,com o recurso a plataformas digitais.
A avaliação contínua terá por base a construção em grupo (60%) de um portefólio reflexivo em formato digital, que incluirá uma componente detrabalho individual (40%): fichas de leitura e sínteses a partir de várias fontes.

Teaching methodologies

The UC contemplates sessions that configure different methodologies: (i) reading, analysis and discussion of normative and guiding documents forthe teaching of language and literature in the 2nd cycle; (ii) presentation, discussion and systematization of information, based on referenceauthors; (iii) analysis, selection, elaboration, presentation and discussion of didactic sequences; (iv) reflection on practices and confrontation withdidactically based proposals. Different modalities of work will be used, individual, in pairs and/or in groups, including tasks on distance, usingdigital platforms.

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

Students will have to deepen and mobilize basic concepts of didactics of language and literature, critically reflect on the teaching and learning ofdifferent domains in the 2nd cycle and plan and implement learning sequences. Thus, the activities to be developed in this CU will include (i) readingand discussion of normative texts (curriculum guidelines) and scientific texts by reference authors, (ii) exploration and critical analysis of curricularmaterials focused on the teaching and learning of Portuguese language and literature in the 2nd cycle, and (iii) the exploration and critical analysisof curricular materials focused on the teaching and learning of Portuguese language and literature in the 2nd cycle. (iii) the planning andimplementation of learning sequences will allow them to mobilize and deepen fundamental knowledge so that they can analyse and critically reflecton the teaching and learning of language and literature, as well as plan and implement sequences based on scientific and pedagogical-didacticgrounds.
In addition, and based on the issues addressed in the course, students must demonstrate skills in academic writing, oral presentation and reasoneddiscussion; critical reading and research, selection and organization of information

Assessment methodologies and evidences

Continuous assessment will be based on the construction in group (60%) of a reflective portfolio in digital format, which will include a component ofindividual work (40%): reading sheets and summaries from various sources.

Bibliography

Costa, J. et. al.(2010). Guião de implementação do Programa de Português. Conhecimento Explícito. DGIDC.
DGE (2021). Aprendizagens Essenciais. http://www.dge.mec.pt/aprendizagens-essenciais-ensino-basico
Pereira, L.A.& Cardoso, I. (2013). A sequência de ensino como dispositivo didático para a prendizagem da escrita num contexto de formação deprofessores. In Pereira & Cardoso (Eds.), Reflexão sobre a escrita. O ensino de diferentes géneros de textos. Universidade de Aveiro.
Pinto, M. (2020).Escrever para aprender a expor no ensino básico: construindo o modelo didático do género exposição escrita. Revel-Revista Virtualde Estudos da Linguagem, 18(17).
Pinto, M. & Pereira, L. Á. (2016). Escrever para aprender: das conceções dos professores às práticas dos alunos. Revista Portuguesa de Educação,29(2), 109-139.
Silva, E. et al. (2011). Guião de implementação do Programa de Português. Leitura. DGIDC.
Silva, F. et al. (2011). Guião de implementação do Programa de Português. Oral. DGIDC.