Children and Youth Literature

Not applicable. 

The contents aim to acquire knowledge about Children’s and Young Adult Literature literary system in its multiple aspects, arising in conjunction with the outlined learning objectives: point 1 aims to contribute to the understanding of the concept, scope and status of CYAL, while 2 focuses on issues in around the concepts of literature and literary education for children and youth. Point 3 points to the analysis of literary and iconic texts. Point 4 allows the students to contact with texts from the oral tradition and contemporary authors and develop reading / narration practices and strategies in formal and non-formal educational contexts.

Points 5 and 6 privilege the theoretical-practical integration of the training of the competent and critical reader, through the promotion of reading and, above all, the elaboration of proposals for reading and animation of literary reading in non-formal contexts, through the presentation of practical works.

– To understand theoretical aspects in the field of Children and Young Adult Literature (CYL);

– Understand the specificity, scope, status and stages of evolution and trends of CYL;

– Analyze texts of different types, detecting specific graphic-plastic, discursive, rhetorical-stylistic, narratological and specific poetic-symbolic procedures;

– To understand the relevance of the adult-mediator in the creation of reading habits and in the formation of readers, and to reflect on strategies to promote and encourage reading in non-formal educational contexts.

1. Children’s and Young Adult  Literature:

1.1. Terminological concept and diversity;

1.2. Scope, legitimation and evolution of the concept;

1.3. Children’s Literature and Youth Literature.

2. Literary education, reading and literature;

3. Literature of Oral Tradition and Children and Youth Literature: Children’s rhymes; author poetry; Traditional tales and author’s tales: versions, adaptations and rewriting;

4. Reading / narration practices and strategies in formal and non-formal educational contexts: Reading aloud and oral narration; Multidimodal reading.

5. Promotion and animation of reading;

6. Reading and animation proposals for literary reading in non-formal contexts: presentation of practical works.

• - Individual and/or Group Work - 50.0%
• - Synthesis work - 50.0%

• - Exam - 100.0%

NAO

AZEVEDO, F. (2006). Literatura Infantil e Leitores. Da Teoria às Práticas. Braga: IEC.

BALÇA, A. & M. PIRES (2013).  Literatura infantil e juvenil. Formação de leitores. S/L.: Santillana.

CERRILLO, P. (2007). Literatura Infantil y Juvenil y educación literária. S/l.: Editorial Octaedro.

CERVERA, J. (1991). Teoría de la Literatura Infantil. Bilbao: Ediciones Mensajero.

COLOMER, T. (2010). Introducción a la literatura infantil y juvenil actual. Madrid: Síntesis.

MENDES, T. (2015). Vozes e Silêncio: a Poética do (Des)encontro na Literatura para Jovens. Madrid: Bubok.

PIRES, M. N. (2005). Pontes e Fronteiras. Da literatura tradicional à literatura contemporânea. Lisboa: Caminho.

RAMOS, A. M. (2012). Tendências contemporâneas da Literatura para a infância contemporânea. Porto: Tropelias e Companhia.

SILVA, S. R. (2012). Entre Textos – Perspectivas sobre a Literatura para a Infância e a Juventude. Porto: Tropelias e Companhia.