Conto:Memória e Contemporaneidade
2º Ano | 2º Semestre
1. Know the foundations about tales, as well as the curricular guidelines for Literary Education in basic Education (1st and 2nd cicles)
2. Reflect on the foundations about tales in an aritculated perspective of tehoretical and practical aspects of dinamisation the Storytelling time/Tale Time as well as the dinamisation of reading focused on the textual structure in question;
3. Reflect importance of acquired knowledge in promoting pedagogical practices on tale dinamisation privileging the relationships between inter-textual tales, legends and Fables of the matrix literary heritage (oral and written) and the current literary production, on multimodal discourse supports.
I. The Tale: concepts and contexts
1.1. The tale: genesis and history
1.2. The tale: foundations, characteristics and precursores
1.3. From traditional to contemporary Tale (multimodal)
1.4. The Child and the tale - cognitive, affective, ethical, cultural and social dimensions
1.5. The tale and Pedagogy: from the spinning room to school
1.6. The tale and Psychoanalysis - the role of the tale in the building of personality
1.7. The tale and its mediators - family, educators and teachers
1.8. The tale and training of mediators: educators and teachers
1.9. The Tale Time: techniques, resources and strategies
II. The Tale telling
1.1. Reading and telling - orality and writing
1.3. Animation activities of reading through tales
1.4. The tale in basic school education (1st and 2nd cycles)
1.5. Material resources production for the Tale Time
1.6. Theoretical frameworks and practice articulation - living the tale
1.7. Developing theatre workshops - oral and author texts
Teaching methodologies (including evalution)Exposure, debate, document analysis, group work and individual work.
Contact hours are used to create a conceptual framework that guides students to understanding the basics of the tale, as well as its matrix and contemporary productions. Theoretical-practical hours will use exposure by teachers and students based on presentation and reflection on selected texts to each content of the curricular unit. In each content theoretical information is given to students. Students participation is encouraged trhough discussion of synthesis and readings prepared by the teacher and students in tutorial orientation hours. Practical and laboratory sessions aim to stimulate, on the basis of critical reflection and debate, the acquisition of a textual corpus in tale field. The students work will have, as a reference, objectives and learning outcomes achieved and verified through the following evaluation forms and correspondent consideration: 1 individual work (60%) and one group work (40%).
Essential Bibliography (including ISBN)ALBUQUERQUE, F. (2000). A Hora do Conto. Lisboa: Ed. Teorema. 972-695-400-2.
BETTELHEIM, B. (1985). A Psicanalise dos contos de fadas. Lisboa: Bertrand. 978-972-25-2379-0.
CAVALCANTI, J. (2002). Caminhos da literatura infantil e juvenil. São Paulo: Paulus. 85-39-1848-1.
CAVALCANTI, J. (2006). Malas que contam historias. São Paulo: Paulus. 972-30-1192-1.
COELHO, A. (2009). Contos Populares Portugueses. Lisboa: Editora BIS. ISBN: 9789896600037.
COELHO, N. N. (2012). O Conto de Fadas. Lisboa: Editora Nova Veja. 9789726999416.
GOMES, J.A. (1996). Da Nascente a Voz. Lisboa: Ed. Caminho. IBSN 972-21-1046-2.
JEAN, G. (1981). Le pouvoir des contes. Paris: Castermann.
PARAFITA, A. (2000). O Maravilhoso Popular - Lendas. Contos. Mitos. Lisboa: Plátano Editora. ISBN: 9789727700530.