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Teaching of Portuguese and Spanish in the 3rd Cycle of Basic Education and in Secondary Education
Didactics of Portuguese I

Didactics of Portuguese I

Code	12044
Year	1
Semester	S1
ECTS Credits	9
Workload	TP(60H)
Scientific area	Didática do Português
Entry requirements	Do not exist.
Mode of delivery	Theoretical-practical classes
Work placements	It doesn’t apply.
Learning outcomes	-To reflect on the teaching and learning of Mother Tongue in pedagogical context. -To develop a curriculum in Mother Tongue. -To develop a curriculum on non-Mother Tongue. -To distinguish between product and process of learning, and to develop the ability to write. -To drive global intervention strategies. -To form readers. -To reflect on the relationship between language and culture, as well as about its teaching. -To form students capable of develop training in the fields of knowledge, culture and values.
Syllabus	The Didactic Area /Teaching Methodology of Portuguese-specificity; - Elements of a curriculum in Mother Tongue: objectives, contents, strategies and activities;-Elements of a curriculum in a second language. - Operationalization of the curriculum; - Models of analysis of verbal interaction; - Communication and oral expression; - Oral uses and modes; - Models of reading; - Reading uses and modalities; - Basis for systematic and integrated program to promote reading; - Reading as a cross-curricular activity; - Methodologies and critical reading; - Methodology for reading a complete work; - Writing - Procedural Models of writing; - Intervention strategies; - Guiding principles of a program to promote writing; - Assessment practices; - The remediation processes and pedagogical management of the error; - Textbooks - the role of textbooks in Mother Tongue classes.
Main Bibliography	Castro, Rui Vieira (1991), Aspectos da Interacção Verbal em Contexto Pedagógico, Lisboa, Livros Horizonte, B.E.. Pedro, Emília R. (1982), O Discurso na Aula. Uma análise sociolingística da prática escolar em Portugal, Lisboa, Ed. Rolim. Barbeiro, L. F. (2000), A Escrita. Construir a Aprendizagem, I.E.P., Universidade do Minho, Braga. Sardinha, M., G. e Azevedo, F. (2009). Modelos e práticas em Literacia. Lidel. Sardinha, M., G. e Azevedo, F. (2011). Leitura e Bibliotecas. Trilhos da mesma narrativa. Lulu Entreprises, Raleigh, NC, Estados Unidos. Sardinha, M., G. e Azevedo, F. (2012). Didática e práticas. A língua e a educação literária. Guimarães. Opera Omnia. Araújo e Sá, M. H.; Melo-Pfeifer, S. (Orgs.) 2010. Formação de formadores para a intercompreensão. Princípios, práticas e reptos. Aveiro: Universidade de Aveiro. Osório, P. (2008). Português Língua segunda e português língua estrangeira: das teorias às práticas. Lidel: Lisboa.
Teaching Methodologies and Assessment Criteria	Situated practices, explicit instruction, critical framing, transformed practices, critical analysis of texts. Students will have the opportunity to build a portfolio that will teach them how to grow as interventional and critical subjects, with skills to understand the world in a sociocultural perspective and, especially, to act.
Language	Portuguese. Tutorial support is available in English.