Recommended Prior Knowledge

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Objectives

(i) Contribute to the deepening of knowledge and skills acquired in the undergraduate program in Basic Education, specifically in the course
units on children's literature and artistic expressions and technologies;
(ii) Promote the integration of different areas of the curriculum; and
(iii) Develop projects aimed at fostering book appreciation and reading.
Thus, the main learning objectives are defined as follows:
1. Understand the implications of digital media in promoting readership;
2. Explore resources derived from other artistic languages;
3. Identify themes and representations in different literary works;
4. Plan and develop book and reading promotion projects using both digital and non-digital media;
5. Foster the integration of different curriculum areas;
6. Work both autonomously and collaboratively.

Teaching Methods

The specific methodologies of the course unit are aligned with the principles defined in the ESE/IPS_2023 Pedagogical Model, which includes the IPS Guidelines (LOEC), namely, the emphasis on cross-cutting competencies (critical thinking, collaborative work, and the use of technologies), promoting active learning methodologies in the classroom, where students learn through what they do, think, relate, and question, based on the definition of goals and work plans, process-oriented self- and peer-assessment, and independent and collaborative study.

The pedagogical work takes place in a workshop-style format, with access to learning roadmaps that enable the generation of cognitive, procedural, and collaborative dynamics to support the book and reading promotion project and to review the successive phases of the project. Students are encouraged to think and debate ideas; (ii) produce different versions of the project in pairs, and (iii) support the project development process of their peers, with the instructor providing meaningful feedback. Digital platforms such as Padlet are particularly important in this course, as they function as a “repository” for the materials created, making the learning journey visible, and also playing a key role in providing immediate and timely feedback.

The planned tutorial support involves assisting peers/groups in completing assignments and providing individual support whenever necessary.

Internship(s)

Não

Syllabus

1. Reading Animation
1.1. Variety of Materials
1.2. Personalization
1.3. Playfulness
2. Reading Aloud
2.1. Preparation, Narration, Post-Storytelling
3. Types of Animation
3.1. Informational (exhibitions; book hunt; book circle)
3.2. Playful (story museum; story suitcase; living books; book rug and apron; grandparents' tales, etc.)
3.3. In-Depth Exploration
4. Reading Mediation
4.1. The Role of the Animator
4.2. Book and Reading Animation Projects

Content Explanation

Stories contain life lessons, giving context to situations, feelings and values, and trigger mental processes related to the development of
ethical values, self-esteem and co-operation. It is essential for educators and teachers to be aware of the potential of literature for the
personal, social and cultural development of children and young people, as well as book and reading promotion strategies that help
stimulate interest in reading, develop comprehension and interpretation skills, enrich the cultural repertoire and develop a sense of
belonging and citizenship. In order to create environments that cultivate a love of reading, provide access to quality materials and integrate
literature into the educational process, educators and teachers need to know and implement materials and strategies suitable for different
ages. These assumptions relate to both the objectives and the content of the course.

Methodology Explanation

The methodologies adopted in the course emphasise the student's active role in researching and selecting information, identifying the
characteristics of the works (objectives 1 to 3) and planning and producing the different stages of the project (objectives 4 and 5). Workshop
work, which is collaborative in nature, allows the knowledge that students acquire throughout the process to be made visible through the
products that are built and assessed, with feedback from the teacher playing a fundamental role. In some face-to-face classes, interactive
exposition and questioning are favoured, and class time is used to apply previously acquired knowledge through video lessons, readings
and other multimedia resources made available earlier by the teacher. The lesson is also used to help students better understand the
content, through cooperative activities that favour its application (objectives 1 to 5).
The whole process also contributes to the development of autonomy, critical and self-critical thinking and collaboration, allowing learning to
be monitored (objective 6).

Responsible Lecturer(s)

Mariana Abrantes de Oliveira Pinto Alte da Veiga - 2.º Semester

Bibliography

Azevedo, F. (2021). Educação literária na infância e promoção de valores. Uma intervenção pedagógica no 4.º ano do ensino básico numa
escola portuguesa. Poiésis, v. 15, n. 27, p. 93-111, jan./jun. https://doi.org/10.19177/prppge.v15e27202193-111
Azevedo, F, & Balça, A. (2016). Leitura e Educação Literária. Pactor.
Dohme, V. (2010). Técnicas de contar: um guia para desenvolver as suas habilidades e obter sucesso na apresentação de uma história.
Editora Vozes.
Gomes, J. A. (2013), (Org.). A Formação de Leitores: Questões para o Debate. Edições Universidade Fernando Pessoa.
Ramos, A. M. (2015). Literatura para a infância e educação literária na infância e na adolescência. Almedina.
Viro, I. (2016). Iniciación literária em educación infantil. Unir.