Didática da Língua e do Texto no 1.º Ciclo do Ensino Básico

Learning objectives
Know the theoretical basis of the language as well as the text official curriculum guidelines basic education (1st cicle) Know methods and effective teaching strategies, diversified and adjusted to the teaching; Reflect on the grounds of Portuguese language Didactics aiming at the promotion of linguistic consciousness and knowledge of language and text; Be able to operationalize, in a founded way, the knowledge and reflection capacity on promoting pedagogical practices around the language and the text aimed at basic education students (1st cicle): adopt appropriate pedagogical strategies conducive to linguistic and textual performance levels dictated by official curriculum Guidelines that should be achieved at the end of basic school level (1st cicle) namely through reasoned didactic proposals production; Develop the research skills which meet the requirements of the teaching-learning process.

Syllabus
1. Didactics of language: language awareness to the explicit knowledge of the language: 1.1. Fundamental concepts; 1.2. Linguistic Competences foreseen in the curricular guidelines. 2. The teaching and learning of grammar in primary school: 2.1. Guiding principles of educational intervention at metalinguistic reflection level; 2.2. The value of grammar knowledge and their transversality; 2.3. Teaching grammar and grammar lab; 2.4. Design of didactic sequences for the promotion of grammar knowledge. 3. Text Didactic: 3.1. Strategies and activities to promote the reading understanding; 3.2. From verbal text to multimodal text; 3.3. Strategies and activities to promote writing skills. 4. Scientific-pedagogical Intervention in education context: 4.1 Planning of didactic units and activities in the first and second cycles of basic education; 4.2. Building of instruments and teaching materials in Didactics of the text field.

Teaching methodologies (including evalution)

The curricular unit is structured in theoretical, theoretical-practical lessons and tutorial orientation, based on active methodologies. Classroom discussions will be promoted addressing controversial aspects, focusing on the application of concepts and the development of critical thinking. In autonomous work, bibliographical consultations will be propose implementing tasks all similar to those subject to demonstration in classroom context. The doubts on the implementation will be resolved in the classroom. The students work will have, as a reference, objectives and learning outcomes achieved as well as critical thinking, planning and control which underlies all planning and implementation of concepts and can be verified through the following evaluation forms and correspondent consideration: three individual papers (20% + 30% + 50%), written and/or with oral presentation.

Essential Bibliography (including ISBN)

DUARTE, I. (2008). O conhecimento da língua: desenvolver a consciência linguística. Lisboa:ME. ISBN: 978-972-742-268-5. FREITAS, M. J., et al. (2007). O Conhecimento da Língua: Desenvolver a consciência fonológica. Lisboa:DGIDC. 978-972-742-269-2. PEREIRA, L. A. (2000). Escrever em Português. Porto: ASA. ISBN 972-41-2408-8. PEREIRA, S. (2010). "Explicitação gramatical no 1.º Ciclo" in Sousa, O. & A. Cardoso (eds.) Desenvolver Competências em Língua. Lisboa: Colibri, 145-174. ISBN: 978-989-689-010-0. SILVA, C. V. (2010). "Para uma didáctica da gramática: a aula de Língua Portuguesa como um Laboratório de Língua", In Textos seleccionados do XXV Encontro Nacional da APL. Porto: APL, 717-732. VIANA, F. L.; MARTINS, M. (2009). "Dos leitores que temos aos leitores que queremos."In Dos leitores que temos aos leitores que queremos. Coimbra: Almedina. 9-41. ISBN: 978-972-40-4011-0. VIANA, F. L., Ribeiro, et al. (2010). O ensino da compreensão leitora. Coimbra: Almedina. ISBN: 978-972-40-4362-3.