Didática da Comunicação Oral na Educação de Infância

Teacher Responsible: Ana Luísa de Oliveira Ferreira
2º Ano | 1º Semestre
Learning objectives
Know the theoretical and curricular guidelines for acquisition and development of Portuguese language in pre-school education; Discuss the teaching / research processes on some issues of language didactics in Preschool Education contexts; Build sustained activities which promote the understanding and production of orality; Recognize the need and relevance of a reflective attitude and constant self-development.

Syllabus
1.The Orality in Curricular Guidelines for Preschool (Orientacoes Curriculares para o Pre-escolar): Curriculum Guidelines for Pre-School Education (1997) and Language and Communication in Kindergarten (2008); The Learning Goals for Pre-school Education 2. Oral: comprehension and expression 2.1.Speak and Listen to communicate 2.1.1.Learn how to Listen and Learn how to Speak 2.2.Development of Linguistic Consciousness 2.3.The Phonological Awareness 2.3.1.Levels of Phonological Awareness 2.4.The importance of phonological awareness in learning to read 2.4.1.Examples of phonological games 2.5. Word Awareness 2.6. Syntactic Awareness 2.7.Activities to promote orality 3.The playful dimension of the word: orality games in preschool 4.The story and its possibilities - voice and imagination 5.The various narrative contexts and the stakeholders - the family role, the educator's role as storyteller 6. Storytelling - techniques, resources and strategies

Teaching methodologies (including evalution)

Presentations, debates, document analysis, individual and group works will be used. The theoretical presentation will be problem and situation based and will include simulation of knowledge applications in Preschool Education and Nursery contexts. Assessment methods and their relative weights: Individual work: 60% (30% + 30%); Group Work: 40% (20% + 20%). Description: planification over the issues addressed in the classroom and their implementation in the Supervised Teaching Practice context.

Essential Bibliography (including ISBN)

AMOR, E. (1993). Didáctica do português: fundamentos e metodologia. Lisboa: Texto Ed. ISBN: 972-47-1919-7. AZEVEDO, F. F. et al (coord.) (2003). A criança, a língua e o texto literário: da investigação as praticas. Actas do I Encontro Internacional. Braga: Instituto de Estudos da Criança da Universidade do Minho. ISBN: 972-98757-7-4. CAVALCANTI, J. (2001). Caminhos da Literatura Infantil e Juvenil. Sao Paulo: Ed. Paulus. ISBN: 85-349-1848-1 DUARTE, I. (2008). O conhecimento da Língua: Desenvolver a consciência linguística. Lisboa: ME-DGIDC. ISBN: 978-972-742-268-5. FREITAS, M. J. & ALVES, D. e COSTA, T. (2007). O conhecimento da Lingua: Desenvolver a consciência fonológica. Lisboa: ME-DGIDC. ISBN: 876-36-1747-3. MINISTERIO DA EDUCACAO (1997). Orientações Curriculares para a Educação Pré-escolar. Lisboa: ME- GEDEPE. TRACA, M. E. (1992). O Fio da Memoria - Do conto Popular ao conto para crianças. Porto: Porto Ed. ISBN 972.0.34050.9.