Fundamentos da Promoção e Animação da Leitura
1º Ano | 2º Semestre
Know the foundations of reading as well as curricular orientations for the teaching of reading in the 1st and 2nd cycle of Basic Education;
Reflect on foundations of the promotion of reading in an arituclated perspective with theoretical aspects and the promotion of different textual models;
Reflect of importance of obtained knowledge in pedagogical practices around reading of the teaching in 1st and 2nd cycle of Basic Education, adopting adequate strategies;
Understand the complexity of the promotions reading process.
I. Reading concepts and foundation
1. reading: mediators and contexts
2. Promoting Reading: concepts and foundations
3. Different contexts of reading promotion: family, school, library
4. Reading and school - building the sense and pleasure of reading
5. promotion of reading: types
5.1. Promotion of Information
5.2. Promotion of recreation activities
5.3. Deepening animation
5.4. Accountable animation
5.5. Other possibilities on reading promotion
5.6. Promotion of different textual typologies
5.7. Promotion of the literay text: narrative and poetry
II. Projects of Reading promotion
1. Strategies of reading promotion
2. Strategies of reading promotion in the 1st cycle
3. Strategies of reading promotion in the 2nd cycle
4. Activities of reading promotion in the 1st cycle
5. Activities of reading promotion in the 2nd cycle
III. From theory to practice
1. articulating theory with pedagogical intervention
2. Workshops of reading promotion
Teaching methodologies (including evalution)Exposure, debate, document analysis, individual and group work.
The curricular unit is structured in theoretical, theoretical-practical lessons and tutorial orientation, based on active methodologies.
Contact hours T aim to create a conceptual framework to guide students in conceiving activities and resources for the promotion of reading. Theoretical and practical classes inclue oral presentations from teacher and students. based on the presentation and reflection on selected texts in each point of the contentes. Students participation is worked in discussions of systematizations and prepared readings done by the teacher and peers in tutorial orientation time. The students work will have, as a reference, objectives and learning outcomes achieved and verified through the following forms of aasessment and respective weighting: a first group work (40%) and a second group work (60%).
Essential Bibliography (including ISBN)CAVALCANTI, J. (2006). Malas que contam historias. São Paulo: Paulus. ISBN 972-30-1192-1
CERRILLO, P. et alii (2002). Libros, lectores y mediadores. Cuenca: Ediciones de la Universidad de Castilla-la-Mancha. ISBN 84-8427-212-5.
FILLOLA, A. M. (2004). La educacion literaria: bases para la formation de la competecia lecto-literaria. Malaga: Aljibe. ISBN 978-84-9700-181-6.
GOMES, J.A. (1996). Da Nascente a Voz. Lisboa: Editorial Caminho. ISBN 972-21-1046-2.
JOLIBERT, J. (1989). Formar crianças leitoras. Porto: Asa. ISBN 978-972-41-0525-3.
POSLANIEC, C. (2006). Incentivar o prazer de ler. Porto: Edições Asa. ISBN 9789724145709.
SILVA, C.V.; M. Martins; J. Cavalcanti (coord.) (2012). Ler em família, ler na escola, ler na biblioteca: boas práticas. Porto: ESEPF. ISBN 978-972-99174-7-9, acedido em http://repositorio.esepf.pt/handle/10000/665.
SOLE, I. (1992).Estratégias de leitura. Barcelona: Grao Editorial. ISBN 978-84-7827-209-9.