Didactics of Portuguese in the 1st cycle
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Recommended Prior Knowledge
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Objectives
The aims of the course are (i) to contribute to deepening the knowledge and skills acquired in the basic education degree courses,
specifically the literature for children and introduction to Portuguese teaching courses; (ii) to develop proposals for teaching materials.
The main learning objectives are therefore
1) Mobilise and deepen knowledge of language acquisition and development, children's literature and didactics.
2. To develop didactic sequences suitable for different school years;
3. To promote the integrated development of different competences;
4. Exploring the transversal dimension of language in conjunction with other areas of knowledge;
5. Explore multilingual approaches in diverse linguistic and cultural contexts;
6. Integrate the results of recent research into language teaching practices.
7. Work autonomously and collaboratively. -
Teaching Methods
The UC's specific methodologies are articulated with the principles defined in the ESE's Pedagogical Model (PM), which includes the IPS
Guidelines (LOEC), namely in the valorisation of transversal skills (critical thinking, collaborative work and use of technologies), in the
valorisation of autonomous work, valuing active learning methodologies in the classroom, in which students learn according to what they do,
think, relate and question, based on the definition of goals and work plans, procedural self- and hetero-evaluation and independent study,
with collaborative learning being valued.
The pedagogical work is carried out in workshops, face-to-face and at a distance, in synchronous and asynchronous sessions, the latter
with access to online learning scripts that enable the generation of cognitive, procedural and collaborative dynamics to support the process
of planning activity proposals.
The E@D sessions, in asynchronous mode, favour collaborative learning, with a focus on the jigsaw technique, in which students are
divided into small groups and each group studies a different part of the syllabus, becoming specialists in that piece of information. Later, in
synchronous E@D sessions, the members of the groups are regrouped in new groups in simultaneous rooms or breakrooms, which include
an expert on each topic and they share what they have learnt previously with their colleagues. In face-to-face sessions, interactive
exposition and questioning are favoured and students apply what they have learnt based on previously defined tasks (inverted classroom),
supported by the course lecturer.
This form of learning stimulates not only the appropriation of content through cooperation and sharing, but also the responsibility and coaccountability
of each student for the group's learning results. The use of Padlet is an important tool in supporting the course, making it
possible to monitor the progress of the work done by the students, in particular identifying the difficulties they are encountering and
providing support materials to overcome these difficulties. Due to its characteristics, it makes possible new approaches to building and
sharing information and knowledge, allowing collaborative work at a distance during the process of preparing tasks, with the teacher taking
on the role of facilitator of the teaching and learning process and the students taking on the role of protagonists in this process.
The tutorial support provided refers to peer support in carrying out the work and individual support whenever necessary. This support is
provided at a distance, in synchronous sessions, contributing to the use of online communication tools, sometimes organised by the teacher
and sometimes at the request of the students. -
Internship(s)
Não
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Syllabus
1.1 Student profile
1.2 Essential learning
2. Orality
2.1 Listening and speaking
2.2 Evaluation of speaking
2.3 Strategies and activities that promote the development of orality.
3. Initiation to reading and writing
3.1 Emerging literacy
3.2 Deciphering - models and access routes
3.2 Graphic and spelling skills
4. Understanding texts
5. Reading assessment
6. Compositional writing
7. Assessing writing
8. Strategies and activities that promote the development of reading and writing.
9. Grammar
9.1 Strategies and activities to develop grammatical knowledge -
Content Explanation
This Curricular Unit has the fundamental objective of supporting the construction of the didactic knowledge of Portuguese of the future 1st
cycle teacher and focuses on the didactic themes associated with the Essential Learning domains of this cycle: orality (comprehension and
expression), reading, writing, literary education and grammar. The syllabus focuses on the key issues of 1st cycle language teaching.
Curricular documents and materials are analysed - didactic sequences, interactive digital materials (digital games and specific educational
software), etc. - that can support student learning are analysed, strategies for pedagogical differentiation in language teaching are
discussed and lesson plans and teaching materials to support the teaching of Portuguese in the 1st Cycle are developed. -
Methodology Explanation
The methodologies adopted in the course emphasise the student's active role in researching and selecting information and in planning and
producing the different stages of the tasks. Collaborative workshop work makes it possible to make visible the knowledge that students
acquire throughout the process, through the products that are built and evaluated, with feedback from the teacher playing a fundamental
role. Students will have to deepen and mobilise basic concepts in the teaching of language and literature, critically reflect on the teaching
and learning of the different domains in the 1st cycle and plan and implement learning sequences. Thus, the activities to be developed
within the scope of this course will include (i) reading and discussing texts of a normative nature (curriculum guidelines) and of a scientific
nature by leading authors, (ii) exploring and critically analysing curricular materials focused on the teaching and learning of Portuguese
language and literature in the 1st cycle of schooling, and (iii) learning how to teach and learn Portuguese language and literature in the 1st
cycle of schooling. (iii) the planning and implementation of learning sequences allows them to mobilise and deepen fundamental knowledge
so that they can analyse and critically reflect on the teaching and learning of language and literature, as well as plan and implement
sequences that are scientifically and pedagogically grounded.
In addition, based on the issues addressed in the course, students should demonstrate skills in academic writing, oral presentation and
reasoned discussion, critical reading and researching, selecting and organising information.
The whole process also contributes to the development of autonomy, critical and self-critical thinking and collaboration, allowing learning to
be monitored. -
Responsible Lecturer(s)
Mariana Abrantes de Oliveira Pinto Alte da Veiga - 1.º Semester
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Bibliography
DGE (2021). Aprendizagens Essenciais. http://www.dge.mec.pt/aprendizagens-essenciais-ensino-basico
Pinto, M. O. (2018). Modelo didático do género exposição escrita. D.E.L.T.A., 34.4, 1213-1241.
Pinto, M., & Gil, B. (2022). Da seleção de informação à comunicação oral: relato de uma experiência no 2.º ano de escolaridade. Veredas.
Revista de Estudos Linguísticos. V.26, 1., pp. 171-197.
Pinto, M. (2023). Sequência didática do género história de aventuras. Onde está o bolo? Da Didática da Língua ao seu ensino. Estudos de
homenagem a Joaquim Dolz, pp. 33-55, Pontes.
Course details
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Code
02102627
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Teaching Mode
PRESENCIAL
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ECTS
4.0
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Duration
Semestrial
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Hours
12h Orientação Tutorial
6h Seminário
30h Teórico-Práticas
Conteúdo atualizado em 21/03/2025 15:46
CONTACTS
Escola Superior de Educação
Campus do IPS, Estefanilha
2914-504 Setúbal, Portugal
Telephone: +351 265 710 800
E-mail: info@ese.ips.pt
Academic Services: suporte.ips.pt
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