Literatura para a Infância

Learning objectives
Identify and characterize the literary class Identify and characterize text typologies of verbal , non-verbal and mixed nature Identify authors of literary pieces addressed to childhood Identify and characterize the historical and literary period where the production of the masterpiece is integrated Identify and recognize the characteristics of the work of literary traditional and contemporary authors Identify the aesthetics and rhetorical effects present in the literary speech Recognize the symbolic dimension of the text Understand the role of aesthetic function in the literary communication Understand the concept of standard reader Relate the understanding and emission of value judgments with the cognitive and social- moral development of the reader as well as with his own personal encyclopedia Distinguish the characteristics of public in face of their interests and motivation Select/adapt the literary corpus according to a preferential public

Syllabus
1-Literature for childhood and young adults. Verbal Corpus 1.1. Identification of a literary corpus addressed to childhood or young adults 1.2. The mixed types of language. The album. The digital book 1.3. Oral literature, Traditional Literature and Oral and Traditional Literature. Concepts , identification and characteristics 1.4. Identification of a matrix corpus 1.5. The emission plot of the literary piece and the transmitter subject 1.6. Modern literature for children 1.7. Meta texts and inter text codes turning back to traditional literature 1.8. Childhood performances 1.9. Literature for children and education through values 2.Text analysis 2.1. Identification and analysis of communicative strategies and of technical expressive means characterizing a literary text for children 2.2. The symbolic dimension of the text 3. The reader reception. Characterize public 3.1. Reader competence and literary competence 3.2. Reader competence and educative functions

Teaching methodologies (including evalution)

The classes lead to the acquisition of knowledge, to a critical sense and adaptation of literary texts to specific readers. The students will simultaneously develop a group work of theoretic-practical application, because the theoretic knowledge has to be completed according to the needs, either in an expositive way, involved in theoretic-practical applications or as an answer to the solution of problems coming from the works development. Evaluation: Research work in small groups on textual corpus (PNL / National Reading Plan) with individual oral presentation (50%) and Individual text analysis applying the cognitive domains of diverse audiences with oral presentation (50%).

Essential Bibliography (including ISBN)

BASTOS, Glória (1999). Literatura Infantil e Juvenil. Lisboa: Ed. Universidade Aberta. . ISBN 972-674-258-7 CHEVALIER, J., A. Gheerbrant (1994). Dicionário de Símbolos. Lisboa: Teorema. ISBN 972-695-215-8. 60 MARTINS, Marta (1995). Ler Sophia. Os modelos, os valores e as estratégias discursivas nos contos de Sophia de Mello Breyner Andresen. Porto: Porto Editora. ISBN 972-0-34084-3 VIANA, F., MARTINS, M. (2009). "Dos leitores que temos aos leitores que queremos". IN, VIANA, F., RIBEIRO, I. (0RG.) Dos leitores que temos aos leitores que queremos. Coimbra: Almedina. ISBN 978-972-40-4011-0