Oficina da Leitura

Learning objectives
- Interpret different text types - Understand reading as open, semiotic and plural process - Report - Think and reflect critically - Relate with others - To promote the sharing of ideas from various texts - Planning learning spaces - Identify and diagnose as a professional of social education, social and educational intervention spaces in contemporary society - To plan, implement and evaluate social intervention projects in the reading area - Instill pedagogical dynamics of community character to projects - Use the means at the service of social and educational intervention, namely various types of text - Plan Reading Workshop spaces - Organize spaces for the presentation and discussion of topics

Syllabus
- The Language and its multiple dimensions; - The Phenomenology of Reading: texts and contexts - What is reading - The reasons to form readers - Forming readers - From oral to written - Text and Interpretation - Intertextuality - Narratives and the various types of text: . The Oral text / or Gesture . The Literary Text . The Poetic text . The Dramatic text . The Pictorial text . The Film text . The Press text . The Musical text - Reading as a vehicle for citizenship - Reading and appropriation of reality - Reading and social intervention - Reading and Life Stories: subjectivities - Reading as socialization tool and recognition of the other - The role of the various social groups as reading mediators (family, school, society) - Social policies for the promotion of reading - The storytelling - The Creative Writing as a creative reading space - How to organize projects to promote reading - Animation reading in different contexts

Teaching methodologies (including evalution)

A group project of creation and dynamization of a Reading Workshop will be carried out, which will have a written presentation and will be object of an individual oral presentation (Group work: 30%; Individual work: 70%). So units counts with PL and TC hours. Besides the specific competences of this curricular unity, this assignment will serve to develop and evaluate deeper competences of analysis and critical thought (OT), besides stimulating and evaluating competences of control and planning, of leadership and creativity and innovation, as well as of interpersonal relationships, of cooperation and of oral and written Communication. In all the activities to be developed we will aim to promote competences in the field of Ethic and Values.

Essential Bibliography (including ISBN)

BORGES-DUARTE, Irene (2000). Texto, Leitura e Escrita. Antologia. Porto: Porto Editora. ISBN 972-0-34095-9 CAVALCANTI, Joana (1999). O Jornal como Proposta Pedagógica. São Paulo: Paulus Editora. ISBN 9788534914598 CAVALCANTI, Joana (2005). E foram felizes para sempre - Releitura dos contos de fadas numa abordagem da psicocrítica. Recife: Prazer de Ler/ ISBN 18.1.001.0214538-9 CAVALCANTI, Joana (2006). Malas que Contam Histórias. Propostas de Actividades em Contextos Lúdicos de Aprendizagem. Lisboa: Paulus Editora. ISBN 972-30-1192-1 CHARTIER, Anne-Marie e al (1996). Ler e escrever - entrando no mundo da escrita. Porto Alegre: Editora Artmed. ISBN 372.41.45 KLEIMAN, Ângela (2004). Oficina de Leitura. Teoria e Prática. São Paulo: Pontes. ISBN 85- 7113-077-9 VIANA, Fernanda Leopoldina (2002). Aprender a Ler - Da Aprendizagem da Leitura à Aprendizagem Formal. Porto: Edições Asa. ISBN 182387/02