IPLUSO 16064

Didactics of Portuguese in the 1st Cycle of Basic Education

• ApresentaçãoPresentation

  Through an integrative and reflective approach, this course aims to articulate linguistic and literary knowledge with its pedagogical implications, enabling future teachers to understand the Portuguese language as an object of teaching and an instrument of communication, thought and expression. It constitutes a space for experimentation, analysis and production of teaching practices, promoting the ability to design, implement and evaluate teaching strategies tailored to the different dimensions of language: oral, reading, writing, grammar, and to the specificities of the educational contexts of the 1st Cycle of Basic Education, contributing to the training of reflective and critical professionals, capable of intervening in a reasoned, creative and inclusive manner in the promotion of children's linguistic and communicative skills, ensuring meaningful language learning and the development of literacy from the early years of schooling.
• ProgramaProgramme

  Orality: comprehension and expression; development of linguistic awareness. Reading: cognitive and affective processes; learning models and methods; fluency and expressiveness; shared and independent reading. Writing: stages of the writing process; planning, textualisation and revision; creative writing; spelling and grammar. Integration of language skills: articulation between reading, writing and oral skills in teaching practices. Assessment of language learning: tools, criteria and feedback. Resources and materials: textbooks, literary and non-literary texts, digital technologies and language games.
• ObjectivosObjectives

  At the end of the course unit, students should be able to: Interpret and critically analyse the curricular and legal frameworks that govern and regulate the teaching of Portuguese in the 1st cycle of basic education.  Understand the processes of reading, writing and oral language development. Identify difficulties evidenced by students in language learning and initiate actions to support the learning of all children. Design theoretically grounded learning sequences and teaching resources/materials aimed at developing linguistic skills in the areas of oral communication, reading, writing and literary education. Critically reflect on the role of the teacher as a linguistic mediator and model reader, recognising their function in promoting language-rich educational environments, valuing reading and writing as cultural practices, and developing students' linguistic, discursive and literary skills.
• BibliografiaBibliography

  Cruz, V. (2022). Uma Abordagem Cognitiva da Leitura [2º ed.]. LIDEL. [ISBN ebook Open Access: 978-989-693-149-0] DOI: 10.54670/AYLT5364. Sim-Sim, I. (2007). O Ensino da Leitura: A Compreensão de textos. Ministério da Educação. Direcção-Geral de Inovação e de Desenvolvimento Curricular. Vale, A, & Sousa, O. (2022). A análise dos erros ortográficos como instrumento para compreender o desenvolvimento e apoiar o ensino da escrita. In Renan Sargiani (Ed.) Alfabetização baseada em evidências: da ciência à sala de aula (pp. 169-205). Penso. Vilares, S., Monteiro, T, Semião, D. & Sousa, O. (2024). Estratégias promotoras de fluência em leitura: relato de um caso em Portugal. In Pereira, V.W., Godoy, D., Forneck, K. & Guaresi, R. (Orgs.). Compreensão de textos e estratégias de leitura na escola (p.260-278). Conquista da Vitória: Editora Fonema e Grafema  
• MetodologiaMethodology

  The teaching methodologies value active and experiential learning, combining moments of investigation, creation, and sharing, which allow the development of basic skills in didactics and the knowledge it mobilizes, particularly in the areas of reading, writing, speaking, and grammar, promoting an investigative, flexible, collaborative, and reflective attitude. The work is organized in a diverse way-in small groups, large groups, in pairs, and individually-integrating innovative methodologies such as project/problem-based learning, flipped classroom, jigsaw, to work on case studies, simulation of pedagogical practices, and/or the use of interactive digital technologies.
• LínguaLanguage

  Português
• TipoType

  Semestral
• ECTS

  5
• NaturezaNature

  Mandatory
• EstágioInternship

  Não