| Code |
12049
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| Year |
1
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| Semester |
S2
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| ECTS Credits |
6
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| Workload |
TP(45H)
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| Scientific area |
Didática do Português
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Entry requirements |
There are not.
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Mode of delivery |
Theoretical-practical classes.
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Work placements |
It doesn’t apply.
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Learning outcomes |
- Reflect on the teaching-learning of the mother tongue in a pedagogical context;
- Establish and understand the relationship between teaching and learning the mother tongue and other subject areas;
- To be acquainted with the normative documents for pedagogical practice, such as the Program and Essential Learning of Portuguese for the 3rd Cycle of Basic and Secondary Education, Student Profile, leading students to the proper framework of lesson plans;
- Promoting the management of Portuguese Programs for the 3rd Cycle of Basic and Secondary Education;
- Elaborate lesson plans and planning for Portuguese for the 3rd Cycle of Basic and Secondary Education;
- Master diverse teaching methods and strategies, appropriated to different levels of education;
- Develop materials and assessment instruments for the different domains of the discipline;
- Reflect on the teaching-learning of Portuguese as a Non-Mother Tongue in a multicultural pedagogical.
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Syllabus |
- The school reality and its relationship with the community;
- The Program and Essential Learning in Portuguese for the 3rd Cycle of Basic and Secondary Education: contents and domains;
- The didactics of literature;
- The didactics of language;
- Reading and writing as essential and transdisciplinary competences;
- The elaboration of lesson plans and guides;
- The elaboration of statements (questionnaires, exercises and tasks);
- The practice and evaluation process and its functions.
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Main Bibliography |
Araújo e Sá, M. H.; Melo-Pfeifer, S. (Orgs.) 2010. Formação de formadores para a intercompreensão. Princípios, práticas e reptos. Aveiro: Universidade de Aveiro.
Barbeiro, L. F. (2000). A Escrita. Construir a Aprendizagem. Braga: Universidade do Minho.
Delgado-Martins, M. R., et al (Orgs.) (1992), Para a Didáctica do Português. Seis Estudos de Linguística. Lisboa: Edições Colibri.
Delgado-Martins, M. R., et al (Orgs.) (1996), Formar professores de Português, hoje, pp. 75-84. Lisboa: Edições Colibri.
Estrela, A. & Nóvoa, A (Dir.) (1993). Avaliações em educação: novas perspectivas. Porto: Porto Editora.
Good, T. J., & Brophy. (2000). Looking in classrooms. New York: Longman.
Osório, P. (2008). Português Língua Segunda e Português Língua Estrangeira: das teorias às práticas. Lidel: Lisboa
Sardinha, M. G. & Azevedo, F. (2009). Modelos e práticas em literacia. Lisboa: Lidel.
Sardinha, M., G. & Azevedo, F. (2012). Didática e práticas. A língua e a educação literária. Guimarães: Omnia
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Teaching Methodologies and Assessment Criteria |
The students make a portfolio that will be presented at the end of the school year. In addition, they draw up two lesson plans, with a “jeu de rôle” execution, as well as the planning of a literary work.
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Language |
Portuguese. Tutorial support is available in English.
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