Didactics of Portuguese Language and Literature II

Recommended Prerequisites

Oral and written proficiency in Portuguese and on its explicit grammar. Overview of Portuguese literature. Knowledge of fundamental concepts of literary studies.

Teaching Methods

Classes follow an expository component and another for the discussion of different materials (recommended bibliography, documents and materials relevant to teaching and learning Portuguese language and literature), and also a practical component aimed at designing activities and teaching resources, assessment instruments and for 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 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 didactic-pedagogical work;
2. Specific skills:
- Operationalize the scientific-didactic knowledge needed in the context of teaching Portuguese language and literature;
- Master writing process and effective methods for its teaching;
- Understand the role of explicit knowledge of the language in learning Portuguese as an autonomous knowledge and on supporting the development of other skills;
- Show analysis skills in the field of literary education;
- Develop Portuguese lessons plans.

Work Placement(s)

No

Syllabus

Teaching writing
Perspectives on teaching writing: product vs. process
Writing process and metalinguistic awareness
Textual composing
Writing activities and assessment tools
The explicit teaching of language
Linguistic and metalinguistic awareness
Metalinguistic knowledge and linguistic and communicative performance
Grammar teaching activities and assessment tools
Literature and Education
The reader’s education in contemporary society
Theoretical orientations and methodological alternatives
The dialogic and interactional perspective: practical exemples
The inferential approach: practical exemples
The usage of multimedia in literary reading: possibilities for pedagogical work
From the classroom to the school library: modus operandi of reading practices
Curricular goals for Portuguese
Issues on planning teaching sequences
Planning models and their structure
Practical tests of plan.

Head Lecturer(s)

Maria Isabel Pires Pereira

Assessment Methods

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

Bibliography

Baptista, A. et al. (2011). O ensino da escrita. Lisboa: DGIDC.
Barbeiro, L. & Pereira, L. (2007). O ensino da escrita. Lisboa: DGIDC.
Bernardes, J. & Mateus, R. (2013). Literatura e ensino do Português. Lisboa: FFMS.
Ramos, A. (dir.), Formar leitores para ler o mundo. Lisboa: FCG. Carvalho, J. (2003). Escrita. Percursos de Investigação. Braga: UM.
Costa, J. et al. (2010). Conhecimento explícito da língua. Lisboa: DGIDC.
Gonçalves, F. et al. (2011). O conhecimento da língua. Lisboa: DGIDC.
Leite, S. (2013). “Repensar o ensino da literatura a propósito do Ensaio sobre a cegueira”, REL, 3.
Mello, C. (1998). O ensino da literatura e a problemática dos géneros literários. Coimbra: Almedina.
Mendoza Fillola, A. (1998). Conceptos clave en didatica de la lengua y la literatura. Barcelona: Horsori.
Silva, V. (2010). As humanidades, os estudos culturais, o ensino da literatura e a política de língua portuguesa. Coimbra: Almedina.
Cosson, R. (2006). Letramento literário. S. Paulo: Contexto.