Base Knowledge
NA
Teaching Methodologies
Explanation of concepts and exemplification of didactic activities, along with simultaneous clarification of doubts during the theoretical-practical approach to the various syllabus topics; Problematization of concepts in accordance with curricular guidelines for the 2nd Cycle of Basic Education (2nd CEB); Exemplification of grammatical content teaching strategies appropriate to the instructional level; Critical analysis of texts related to the content to be taught. Assessment modalities: Students may choose one of the following options: continuous assessment or exam-based assessment. Continuous assessment involves the design and presentation of two practical assignments, which together account for 100% of the final grade (50% + 50%). Exam-based assessment consists of a theoretical-practical test worth 100% of the final grade.
Learning Results
Develop reading fluency, focusing on speed, accuracy, and prosody, through shared and individual reading sessions.
Promote progressive writing by using strategies that enable gradual advancement in the complexity of texts produced by students.
Introduce concepts of literature and literary education, valuing the diversity of genres and textual styles.
Encourage activities that stimulate reflection on grammatical rules and processes, fostering the development of metalinguistic awareness.
Emphasize the inseparability of language and literature instruction, promoting activities that integrate these fields of knowledge.
Program
Oral and Written Discourse: Production and analysis in teaching contexts.
Reading and Writing: Didactic specificities and challenges in teaching reading in the 1st Cycle of Basic Education (1st CEB).
Development of Reading Fluency (speed, accuracy, and prosody).
Reading Comprehension.
Informative Reading, Functional Reading, and Literary Reading.
Concepts of Literature, Literary Education, and Reading Promotion: Literary texts, children’s literature – quality and suitability for the 1st CEB.
Grammar and Mastery of Grammatical Rules and Processes: Lexical, syntactic, pragmatic, and discursive knowledge in the 1st CEB.
Curricular and Extracurricular Guidelines and Contributions: PASEO, Aprendizagens Essenciais, PNL (Plano Nacional de Leitura, reading mediation in school libraries.
School Textbooks and the Production of Innovative Teaching Materials:
The role of ICT
Grading Methods
- - Paper 1 - 50.0%
- - Paper 2 - 50.0%
- - Exam - 100.0%
Internship(s)
NAO
Bibliography
Baptista, A., Viana, F. L., & Barbeiro, L. F. (2006). O ensino da escrita: Dimensões gráfica e ortográfica. Ministério da Educação – PNEP.
Barbeiro, L. F., & Pereira, M. L. Á. (2006). O ensino da escrita: A dimensão textual (com a colaboração de Aleixo, C., & Pinto, M. O.). Ministério da Educação – PNEP.
Duarte, I. (2008). O conhecimento da língua: Desenvolver a consciência linguística. Ministério da Educação – PNEP.
Duarte, I. (2008). O conhecimento da língua: Desenvolver a consciência lexical (com a colaboração de Colaço, M., Freitas, M. J., & Gonçalves, A.). Ministério da Educação – PNEP.
Freitas, M. J., Alves, D., & Costa, T. (2007). O conhecimento da língua: Desenvolver a consciência fonológica. Ministério da Educação – PNEP.
Gonçalves, F., Guerreiro, P., & Freitas, M. J. (2008). O conhecimento da língua: Percursos de desenvolvimento (com a colaboração de Sousa, O.). Ministério da Educação – PNEP.
Mira Mateus, M. H. (2017). Gramática do Português Contemporâneo. Porto Editora.