Didactics of Portuguese Language and Literature in the 1st 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 2,00 Maria Beatriz Gil   1,00 Mariana Alte da Veiga   1,00

Teaching language

Portuguese

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

- Mobilize knowledge about language acquisition and development and about didactics.
- Transfer knowledge about language, linguistics and literature to develop teaching skills and attitudes in a professional perspective.
- Deepen knowledge of literary works for childhood, including multimodal texts and digital literacy experiences.
- Reflect critically on the teaching and learning of Orality, Reading, Writing and Explicit Language Knowledge in 1º CEB.
- Critically analyse pedagogical and didactic strategies to support teaching, learning and assessment in mother tongue and non mother tongue.
- Planning and implementing learning sequences in 1st CEB.

Syllabus

-Principles and guiding documents for the teaching of Portuguese.
-Instruments to support teaching, learning and study of children.
-Textual genres: guidelines and strategies for development
-Orality: understanding and oral expression
-Oral genres
-Strategies and activities that enhance the development of orality.
-Writing: reading and writing
-Methods of initiation to reading and writing
- Deciphering: models and access ways
- 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
- Phonological, morphological, lexical, syntactical, textual/discursive and pragmatic awareness
- Strategies and activities that enhance the development of grammatical knowledge

Demonstration of the syllabus coherence with the UC intended learning outcomes

The UC aims to develop knowledge about language, linguistics and literature in order to
consolidate the didactic knowledge of the area of the future teacher of 1º CEB. Thus, the programmatic content focuses on essential themes ofdidactics, such as textual genres, learning and assessment of orality, the initiation of reading and writing and the development of languageawareness.

Teaching methodologies

The UC includes sessions that configure different methodologies: (i) reading, analysis and discussion of normative and guiding documents for theteaching of language and literature; (ii) presentation, discussion and systematization of information, based on reference authors; (iii) analysis,selection, elaboration, presentation and discussion of didactic sequences; (iv) Reflection on practices and confrontation with didactically basedproposals. Different modalities of work will be used, individual, in pairs and/or in groups, including moments of distance work, using digitalplatforms.

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 1st 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 1st cycle, and (iii) the exploration and critical analysisof curricular materials focused on the teaching and learning of Portuguese language and literature in the 1st 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 should demonstrate skills in academic writing, oral presentation andreasoned discussion; critical reading and research, selection and organization of information.

Assessment methodologies and evidences

The evaluation will include the following elements:

plafication of a 3 didatic class (S1+S2);
2 individual critical reflection (S1+S2)

Bibliography

Cardoso, A., Pereira, S., Pinto, M. O., & Silva, M. E. (2018). O Ensino da gramática pela descoberta: o projeto PerGram. In P. Osório, E. Leurquin, & M.d. C. Coelho (Eds.), Lugar da gramática na aula de português (pp. 273-287). Dialogarts.
DGE (2021). Aprendizagens Essenciais. http://www.dge.mec.pt/aprendizagens-essenciais-ensino-basico
Freitas, M. J., Alves, D. & Costa, T. (2007).O Conhecimento da Língua: desenvolver a consciência fonológica. DGIDC.
Pinto, M. O. (2010). Desenvolver competências do oral no 1.º ciclo. In O. Sousa & A. Cardoso (Eds.), Desenvolver competências em língua. Plátano.
Pinto, M. O. (2018). Modelo didático do género exposição escrita: identificação e avaliação dos resultados da sua implementação na qualidade dostextos que os alunos produzem. D.E.L.T.A., 34.4, 1213-1241.
Sim-Sim, I. (2008). O Ensino da Leitura: a decifração. DGIDC.
Sim-Sim, I. (2008). O Ensino da Leitura: a compreensão de textos. DGIDC.