Didática da Língua e do Texto no 2.º Ciclo do Ensino Básico
Teacher Responsible: Ana Luísa de Oliveira Ferreira
2º Ano | 1º Semestre
Know differente text types Identify and textual competence components;
Be able to base scientific and educational options;
Characterize and identify the skills in the process of reading comprehension;
Plan activities that foster reading and writing skills and to promote elaboration of different texts according to communicative intentions.
Apply the selection criteria of the didatic resouces according to age and level of education;
Plan activities that promote the production and the reading comprehension process;
1. Language didactics:
1.1. Programs and documents guiding Portuguese language teaching. Articulation with other parts of the curriculum.
2 Activities and strategies for acquisition and development of language in various aspects: phonological, morphological, syntactic and semantic:
2.1.Selection and adequacy to age and school level.
3 Oral and written pedagogy:
3.1. Activities, strategies and instruments that promote spoken and written speech structuring.
4 Text didactics:
4.1. Strategies for promoting reading competence.
4.2. From verbal to multimodal text.
4.3. Activities and strategies promoting reading comprehension.
4.4. Written Composition: informative and creative writing.
5 Scientific-pedagogical intervention in practice
5 1.Planning of teaching units and activities in the 2nd cycle of basic education
5.2. Designing tools and materials.
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 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 communication and ethic/values competences development and verified through the following evaluation forms and correspondent consideration:Group work (50%): written (25%) and oral (25%) / Individual work (50%): written and allowing consultation (25%), with oral presentation (25%).
Essential Bibliography (including ISBN)FREITAS, M. J., ALVES, D., COSTA, T. (2007). O Conhecimento da Língua: Desenvolver a consciência fonológica. Lisboa: ME/DGIDC. ISBN: 978-972-742-269-2.
ME (2012). Metas curriculares Ensino Básico-Português. http://www.portugal.gov.pt/pt
REIS, C. (coord.). (2009). Programa de Português do Ensino Básico. Lisboa: M.E.-DGIDC. Documento consultado em http://www.dgidc.min-edu.pt/ensinobasico/index.php?s=directorio&pid=11&ppid=3 em 19-09-2011.
REIS, C., ADRAGAO, J.V. (1990). Didactica do Português. Lisboa: Universidade Aberta. ISBN: 972-674-022-3.
VIANA, F. L., RIBEIRO, I. et al. (2010). O ensino da compreensão leitora. Da teoria a pratica pedagógica. Coimbra: Almedina. ISBN: 978-972-40-4362-3.
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. 978-972-40-4011-0.