| Code |
18046
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| Year |
1
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| Semester |
S1
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| ECTS Credits |
8
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| Workload |
TP(60H)
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| Scientific area |
Didática do Português
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Entry requirements |
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Learning outcomes |
- Reflect on the teaching and learning of Portuguese in a pedagogical context;
- Establish and understand the relationship between the teaching and learning of the mother tongue and the teaching and learning of other subject areas;
- Familiarize oneself with the normative documents that govern pedagogical practice, such as the Essential Portuguese Learning Program for the 3rd Cycle of Basic and Secondary Education of the Directorate-General for Education, the Student Profile, among others, guiding students through the appropriate framework for lesson plans;
- Prepare to develop lesson plans in Portuguese for the 3rd Cycle of Basic and Secondary Education;
- Understand diverse teaching methods and appropriate strategies to different levels of education;
- Prepare to develop assessment materials and instruments;
- Reflect on the teaching and learning of Portuguese as a Non-Native Language in a multicultural pedagogical context.
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Syllabus |
1. Teaching-Learning Process
1.1 Areas of Incidence of the Portuguese Teaching-Learning Process
2. Teaching Portuguese Today
2.1 Teaching Portuguese: Purpose and Objectives
2.2 The Role of Guiding Documents in Portuguese Teaching
3. Scientific Knowledge and Didactic Transposition
3.1 Critical Analysis of Programs Issued by Competent Authorities
3.2 Manuals and Other Teaching Materials in Portuguese Teaching
4. Language Didactics and Literature Didactics
4.1 The Importance of Literary Texts in the Development of Linguistic Competence
4.2 Explicit Language Knowledge: Grammar Teaching
5. Assessment
5.1 Assessment Methods and Processes
5.2 Development of Assessment Instruments
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Main Bibliography |
Amor, E.(2006). Didáctica do Português. Fundamentos e Metodologia. Lisboa:Texto Ed.
Araújo e Sá, M.H.; Melo-Pfeifer, S.(Orgs.) (2010). Formação de formadores para a intercompreensão. Princípios, práticas e reptos. Aveiro:Uni de Aveiro.
Benítez, M.P.(2000). Los manuales escolares: un nuevo campo de conocimiento. Historia de la educación. Revista Interuniversitaria, 19, pp. 5-11.
Costa, M. A.(1996). Se a língua materna não se pode ensinar, que professores temos de formar?. In M. R. Delgado-Martins, et alii (Orgs.), Formar professores de Português, hoje, pp. 75-84. Lisboa:Colibri
Duarte, I.(1996). Se a língua materna se tem de ensinar, o que se aprende nas aulas de português?. In M. R. Delgado-Martins, et al (Orgs.), Formar professores de Português, hoje, pp. 63-74. Lisboa:Colibri.
Perrenould, P.(1993). Não mexam na minha avaliação!: para uma abordagem sistémica da mudança pedagógica. In A. Estrela & A. Nóvoa (Dir.), Avaliações em educação: novas perspectivas, pp. 171-191. Porto: Porto Ed
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Teaching Methodologies and Assessment Criteria |
1) Critical review on one of the following topics: 1) planning in the teaching-learning process, 2) development of strategies in the teaching-learning process, or 3) assessment in the teaching-learning process. - Weighted 30% of the final grade.
2) Lesson plan and related teaching materials, guide, and assessment tools, dedicated to a thematic unit of the student's choice and intended for a year of schooling between the 3rd Cycle of Basic Education and Secondary Education, also chosen by the student - Weighted 35% of the final grade.
3) Simulation of part of the class referred to in the previous point - Maximum duration of 15 minutes - Weighted 35% of the final grade.
Exam admission: Minimum grade of 6 in the teaching-learning performance assessment.
Attention: any occurrence of plagiarism or use of Artificial Intelligence tools will be penalized with the cancellation of the work and non-admission to the exam (in any and all cases).
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Language |
Portuguese. Tutorial support is available in English.
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