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IPLUSO 22296

Portuguese Language: Communication and Diversity

Monitoring Children and Young People
  • ApresentaçãoPresentation
    The CU of Portuguese Language: Communication and Diversity aims to make students aware of the linguistic instruments and enable them to use the fundamental linguistic strategies to carry out their academic career and successfully carry out their future professional activity.
  • ProgramaProgramme
    1. Good practices in the use of the Portuguese language - Orthographic Agreement; - Instruments regulating the use of language; - Information search strategies; - Textual information selection strategies; - Textual strategies for reporting information; - Textual review strategies. 2. The Portuguese language as a communication tool  - Professional performance and appreciation of good language use practices;  - Promotion of a literary canon;  - Reading promotion strategies;  - Contexts for promoting reading and training readers.  3. Social practices and textual genres - Framing notions: context, text genre and text; - Analysis and text production parameters; - Summary; - Work project; - Presentation; - Written work (adapted to the academic context); - Other textual genres relevant to the performance of the professional activity (e.g., picture album).
  • ObjectivosObjectives
    Learning objectives (knowledge, skills and competences to be developed by students) Taking into account the defined professional profile, the following objectives are listed: - Develop an awareness of an adequate use of the Portuguese language in oral and written modalities. - Recognize social practices and textual genres suitable for the performance of academic and professional activities. - Valuing contexts and practices for the development of child and youth literacy. - Analyze texts relevant to professional performance from previously measured categories. - Communicate according to the communicative context. - Apply textual strategies properly. - Provide moments of collaborative work. - Develop a project methodology.
  • BibliografiaBibliography
    Azevedo, F. (2014). Literatura Infantil e Leitores. Da Teoria às Práticas. Lulu Press, Raleigh, N.C.  Azevedo, F.; Martins, J. (2011). Fernando Azevedo & Jorge Martins (2011). Formar leitores no Ensino Básico: a mais-valia da implementação de um Clube de Leitura. Da Investigação às Práticas ,1 (1), 24-35.  Prole, A. Como fazer um projecto de promoção da leitura. Gulbenkian, Casa da Leitura, ABZ da Leitura, Projectos de promoção da leitura. s./d.  Silva, E., & Barroso, H. (2014). O a¿lbum infantil: alguns critérios de seleção. Atas do VI Encontro do CIED, I Encontro Internacional em Estudos Educacionais. Avaliação: Desafios e Riscos. Centro Interdisciplinar de Estudos Educacionais/Escola Superior de Educação de Lisboa/Instituto Politécnico de Lisboa, 161-131.  Teixeira, C. (2021). O álbum ilustrado: abordagens teóricas para a definição do género textual e propostas para o ensino da língua. In E-Scrita. Revista do Curso de Letras da UNIABEU Nilópolis 12(2), 117-132.   
  • MetodologiaMethodology
    Use of active, diversified and supported methodologies in classes: (i) Analysis and investigation of themes, flipped classroom, problem solving, PBL; (ii) debate and discussion of themes; (iii) participation in colloquia with guest writers; (iv) group work; (v) interdisciplinary study visits and (vi) participation in scientific events.
  • LínguaLanguage
    Português
  • TipoType
    Semestral
  • ECTS
    5
  • NaturezaNature
    Mandatory
  • EstágioInternship
    Não