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Didactics in Portuguese and Expression

Scholar Year: 2018/2019 - A

Code: MPE10018    Acronym: DPE
Scientific Fields: Didáticas Específicas
Section/Department: Science and Technology

Courses

Acronym N. of students Study Plan Curricular year ECTS Contact hours Total Time
MPE 17 Study Plan 12,0 144 324,0

Teaching weeks: 30

Head

TeacherResponsability
António Ângelo de Jesus Ferreira de VasconcelosHead

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 4,80
Amílcar Antunes   0,40
António Vasconcelos   1,20
Mariana Alte da Veiga   1,60
Sofia Figueira   1,60

Teaching language

Portuguese

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

1. Analyze and problematize implementation procedures, creation and artistic appreciation in educational contexts of early childhood education.
2. Understand the main processes involved in learning "new" motor skills, identifying susceptible variables to facilitate this process.
3. Further study of the language acquisition in different domains of linguistic knowledge, recognizing landmarks of the developmental milestones of oral language.
4. Understand the importance of emergent behaviors of written language, promoting the development of reading and writing literacies.
5. Promote specific methodologies for early childhood education in a integrative perspective with literary events and other forms of artistic expression.
6. To plan, implement and evaluate artistic practices and development of linguistic awareness and oral language in educational contexts of early childhood

Syllabus

1. Procedures of implementation, creation and artistic appreciation in educational contexts of early childhood
2. Facilitating of the process of motor development in early childhood education; observation and evaluation of motor skills.
3. Linguistic knowledge and oral language development.
3.1. Mark's language development.
3.2. Promoting the development of language awareness (phonological, lexical, syntactic, discursive).
3.3. Oral communication in early childhood.
3.4. Promotion verbal communication practices in early childhood education settings.
4. Approaches to writing:
4.1. Emergent literacy.
4.2. Discovery of written language functionality.
4.3. Environments that promote reading and writing in early childhood
5. Artistic integration processes
6. Planning, implementation and evaluation of artistic practices and verbal development in educational contexts in early childhood.


Demonstration of the syllabus coherence with the UC intended learning outcomes

The main purpose of UC is to ensure the future educators skills to enable reflective professional practice and autonomy in decision-making processes in educational interventions. The selected content focus in matrix areas of didactics of the mother tongue and the didactics of expressions, basing planning, implementation and evaluation skills, in a integrative perspective of curriculum development in the context of the early childhood. The mobilization of knowledge, skills and attitudes in the field of language and expressions, for the development of future educators, training goals contributes to a global curriculum development and integrated vision, attentive to the specificity of childhood education.

Teaching methodologies

The sessions will comprise the exhibition and debate on programmatic issues and practical experimentation, individual and group, of artistic processes, development of verbal and physical-motor expression with a view to integration of knowledge and consistency of learning. This theoretical and practical work in the classroom will be complemented by research and reading documents and the production of didactic nature works.
The evaluation will be continuous and timely through participation and performance in the proposed activities and in carrying out specific tasks including research, planning and educational assessment in the Portuguese and expressions.
In examining the situation, the evaluation will focus on writing production, planning and educational evaluation and specific performance under the Portuguese and the different expressions.

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

Participation in oral exposure processes, discussion, practical experimentation, research, reading and production allow knowledge integrated that is advertised on the goals and that includes knowledge, understanding, ownership and multimodal creation, as well as planning and educational evaluation capabilities, creating conditions for learning occurring within the didactics of portuguese and expressions.

Assessment methodologies and evidences

The evaluation will focus on the work throughout the UC and will be an ongoing process of retroactive regulation that will include moments of individual and group work and activities of written and oral expression.
Continuous assessment includes the following elements and respective weights: class participation (10%); description and analysis of a situation with children age childcare, related to the Portuguese and / or Expressions (40%) and planning for a comprehensive proposal, description and analysis of its operation in Stage context (50%). As an alternative to continuous assessment, students will do a final exam.
During the first week of classes, students should contact the teacher responsible for the UC in order to indicate by which the modalities choose. If they choose the final exam may, like other students, to monitor the activities of the UC page on moodle platform and put your questions to teachers.

Bibliography

Aguilar, L. F. (2001). Expressão e Educação Dramática. Guia Pedagógico para o 1.º ciclo do Ensino Básico. Lisboa: Instituto de Inovação Educacional.
Franco, M. (2003). A pedagogia para além dos confrontos. Educação On – Line. Fonte html: http://www.educacaoonline.pro.br/index.php?option =com_content&view=article&id=325:a-pedagogia-para-alem-dos-confrontos&catid=4:educacao&Itemid=15
Fumoto, H., Robson, S.,Greenfield, S., Hargreaves, D. J. (2012). Young Children's Creative Thinking. London: Sage Publications.
Gallahue, D., Ozmun, J., & Goodway, J. (2012). Understanding Motor Development: Infants, children, adolescent and adults (7th ed.). Boston: McGraw-Hill.
Gasparin, J. (2002).Uma didática para a pedagogia histórico-crítica.Editora Autores Associados Ltda.
Gasparin, J. (2007). Da homogeneidade à diversidade: uma didática alternativa para um novo processo histórico de educação. Revista HISTEDBR On-line, Campinas, n.25,pp.192-199mar.2007.FontePDF: http://www.histedbr.fae.unicamp.br/art15_25.pdf
Godinho, J. C. e Brito, M. J. N. (2010). As Artes no Jardim de Infância. Lisboa: DGIDC.
Griffiths, F. (ed.) (2010). Supporting Children’s Creativity through Music, Dance, Drama and Art. Creative Conversations in Early Years. London: Routledge.
Libâneo, J. (2004). A didática e a aprendizagem do pensar e do aprender: a Teoria Histórico-Cultural da Atividade. Rev. Bras. Educ. [online]. 2004, n.27, pp. 5-24. Fonte PDF: http://www.scielo.br/scielo.php?pid=S1413-24782004000300002&script=sci_ &tlng=pt
Mata, L. (2008). A Descoberta da Escrita. Textos de Apoio para Educadores de Infância. Lisboa: ME.DGIDC.
Ministério da Educação (2016). Orientações Curriculares para a Educação Pré-Escolar. Lisboa: ME. DGE.
Neto, C. (2001). Motricidade e Jogo na Infância (3ª ed.). Rio de Janeiro: Sprint.
Plummeridge, C. (2001). Music and combined arts. In Philpott, C. & Plummeridge, C. (Eds). Issues in Music Teaching. London: Taylor & Francis.
Rigolet, S. (1998). Para uma Aquisição Precoce e Optimizada da linguagem – linhas de orientação para crianças até aos 6 anos. Porto: Porto Editora
Severino, J. (2008). O conhecimento pedagógico e a interdisciplinaridade: o saber como intencionalização da prática. In I. Fazenda (Ed.). Didatica e interdisciplinaridade. S.Paulo: M.R. Cornacchia Livraria e Editora Ltda: Papirus Editora.
Sim-Sim, I., Silva, A. e Nunes, C. (2008). Linguagem e Comunicação no Jardim-de-Infância. Lisboa: ME.DGIDC.
Veiga, I. (2008). Didática: uma perspetiva histórica. In B. Marchesini (Ed.). Repensando a didática. S. Paulo: M.R. Cornacchia Livraria e Editora Ltda: Papirus Editora.
Zabalza, M. (1998). Didática da Educação Infantil. Porto:Edições ASA

Observations

Depending on the session will be provided more specific bibliography according to the themes and the work

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