Didactics of Portuguese Language and Literature I

Recommended Prerequisites

Mastery (oral and written) of the Portuguese language and its explicit grammar.

Mastery of the basic concepts of literary analysis.

Panoramic knowledge of Portuguese literature.

Teaching Methods

Classes follow an expository component and another for the discussion of different materials (recommended bibliography, documents and materials relevant to the teaching and learning of Portuguese language and literature, teaching materials), as well as a practical part aimed at the design of activities and teaching resources, assessment tools and the planning of didactic work.

Learning Outcomes

At the end of this course students should be able to:

1. General skills:

- Define, under supervision, goals of research in Portuguese language and literature teaching, transferable to educational contexts;

- Analyze and interpret scientific and educational texts;

- Select, with autonomy, credible and relevant information taking into account the objectives of their didacticpedagogical work

2. Specific skills:

- Operationalize the scientific-didactic knowledge needed in the context of teaching Portuguese language and literature;

- Have a critical view on regulatory documents of teaching practice;

- Understand the development processes of the skills that are the subject of Portuguese;

- Analyze and develop didactic activities and resources for teaching the four linguistic skills;

- Reveal skills dealing with reader training practices.

Work Placement(s)

No

Syllabus

1.1. Principles, Concepts, Theories and Methodological Implications of Teaching Portuguese

1.2. Official syllabuses and their implementation

1.3. Linguistic competence, communicative competence and teaching practice

1. Oral communication (comprehension and production): uses and modalities

1.5. Reading

1.5.1. Learning to read (decoding)

1.5.2 The different types of non-literary reading and their didactic function

1.6. Writing

1.6.1 Uses and forms of writing

1.6.2 The writing 'process': planning, textualisation and revision 

1.7. Explicit Language Teaching

2.1. The didactics of literature in the teaching of Portuguese

2.2 Theoretical links and methodological implications

2.3. Literary reading

2.4. Conceptual frameworks, theoretical models and methodological approaches

2.5. Readers and reading in textbooks

2.6. Practices of intermediality in the teaching of literature.

Head Lecturer(s)

Professor a Definir - Faculdade de Letras

Assessment Methods

Assessment
Resolution Problems: 30.0%
Synthesis work: 30.0%
Research work: 40.0%

Bibliography

Martins, M. (2019). A aprendizagem da leitura. In F. Veiga (ed) Psicologia da educação: temas de aprofundamento científico (pp. 373-406). Climepsi

Arnaut, A. (2017). O ano da morte de Ricardo Reis de José Saramago. Asa

Coutinho, M. A., Jorge, N. (coord.) (2019). Ensinar géneros de texto: conteúdos, estratégias e materiais. CLUNL

Bernardes, J. (2005). Como abordar a literatura no Ensino Secundário. Outros caminhos. Areal

Bernardes, J. e Mateus, R. (2013). Literatura e ensino do português. Fundação FMS

Duarte, I. (2008). O conhecimento da língua: desenvolver a consciência linguística. DGIDC

Fontich, X. (2023). La enseñanza de la gramática: 17 propuestas para el aula. In Fabregat, C, C. Sánchez & R. Jodar (eds), Didáctica de la lengua y la literatura;diez temas actuales (pp. 117-149). Graó

Leal, A. et alii (2019). A Linguística na Formação do Professor: das teorias às práticas. FLUP

Monteiro, C, Viana, F. (2022). Promoção da competência comunicativa oral no Ensino Básico. Palavras 58-59, 63-79.