Oficina do Conto
2º Ano | 2º Semestre
1. Know the foundations about tales, as well as the official curricular guidelines for Pre-school education (Orientacoes Curriculares) and for the Literary Education in Primary School Education
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. Operacioanalise acquired knowledge and the reflection ability in promoting pedagogical practices on Storytelling time/Tale Time and of tale dinamisation directed to children in pre-school and in primary school: adopt adequate pedagogical strategies on promoting reading through tale telling
I. The Tale: concepts and contexts
1.1. The tale: genesis and history
1.2. The tale: foundations, characteristics and precursores
1.3. The tale: imagination, fantasy and reality
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 PS and PS
1.5. production of material resources for the Tale Time
1.6. articulation between theoretical frameworks and practice - 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 the building of resources and activities to promote reading skills. Theoretical-practical hours will use exposure by teachers and students based on presentation and reflection over 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. These classes are also used to stimulate the planning of activities organised in didactic sequences, based on cirtical reflection and debate. Continuous evaluation also includes, besides formative evaluation elements, the following items: one 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, Joana (2002). Caminhos da literatura infantil e juvenil. São Paulo: Paulus. 85-39-1848-1.
CAVALCANTI, Joana. (2006). Malas que contam historias. São Paulo: Paulus. 972-30-1192-1.
COELHO, N. N. (2012). O Conto de Fadas. Lisboa: Editora Nova Veja. 9789726999416.
DIAZ, A. (2009). La importancia del cuento en la escuela. Innovaticion y experiencias educativas, 18, (1-9). Extraido el 15 de setembro de 2014/andalucia/modules/mod_ense/revista/pdf/Numero_18/ADOLFO_DIAZ_2pdf
GOMES, J.A. (1996). Da Nascente a Voz. Lisboa: Ed. Caminho. IBSN 972-21-1046-2.
HELD, J. (1978). L'imaginaire au pouvoir. Paris: Les Editons Ouvrieres.
JEAN, G. (1981). Le pouvoir des contes. Paris: Castermann.
TRACA, M. E. (1992). O Fio da Memoria - Do conto Popular ao conto para crianças. Porto: Porto Editora. ISBN 972.0.34050.9