Discipline details

Course details

Recommended Prior Knowledge

-
Objectives

- To mobilize knowledge about Portuguese language, linguistics and literature for the development of personal and professional skills of
future language teachers in oral communication, writing and reading.
- To deepen the knowledge of tools for linguistic analysis, textual and discursive analysis and literary analysis.
- To acknowledge new concepts about Grammar, linguistic variation and linguistic normalization.
- To study theoretical models of Text, and classificatory approaches of textual typologies.
- To analyze characteristics of texts from different genres, literary and non-literary, verbal and multimodal.
- To expand knowledge about texts, suitable for Reading and Literary Education in the 1st and 2nd cycles of basic education, which
enhance the pleasure for reading and the awareness of linguistic variation, promoting attitudes of linguistic self-confidence and interest
about language diversity.
Teaching Methods

The methodological approach of the Grammar and Text course follows the principles of the pedagogical model of ESE-IPS
(Modelo_Pedagógico_ESE_dez2023.pdf). In this sense, the promotion of metalinguistic activity among students will be valued, through
situations (i) reading and discussion of theoretical texts, (ii) reading and analysis of texts of diversified genres and (iii) interaction and joint
discussion of topics of the program. It will seek to follow a methodology that induces reflection on topics of Grammar and Text, based on a
social organization in which peer and group work, critical and creative thinking and co-creation are privileged. At times, it is planned to use
the flipped classroom and share it in Moodle discussion forums or in Teams. The evaluation will be supported by a reflective portfolio, in
digital format, which will include a dimension of collaborative work, textual and linguistic analysis and various productions (literary authors,
written by primary school students, written by the students themselves) and a dimension of individual work, in the elaboration of a critical
reflection, integrated in the portfolio, about the learning path at the UC.
Internship(s)

Não
Syllabus

A. Grammar: between variation and norm
- Areas of grammatical knowledge, linguistic variation and normalization.
- Types of linguistic variation.
- Instruments for linguistic standardization.
B. Text: between lines of meaning construction
- Levels of textual organization, thematic structure and informational structure.
- Textuality properties. Coherence and types of cohesion.
- Classification of text types and the concept of textual sequence.
- Textual genres.
C. Grammar and Text: within the limits of interpretation
- Principles regulating language usage.
- Interpretation of linguistic expressions:
• Semantic relationships and inferences;
• Conventional and conversational implications;
• Linguistic processes building rhetorical figures and tropes.
- Linguistic awareness of variation in literary reading.
Content Explanation

The purpose of Grammar and Text is to empower future teachers, being autonomous in the use of conceptual tools for linguistic, textual,
discursive and literary analysis of texts which may integrate an open canon for the 1st and 2nd cycles of basic education. To achieve this
purpose, the learning objectives entail previous of knowledge and the conceptual deepening of themes on Grammar and Text. As a
response to the framework of an inclusive education, valuing identities and diversity, particular emphasis is given to the articulation between
contents of literary education and knowledge on linguistic variation, in order to develop learning objectives that enhance positive attitudes
towards linguistic diversity.
Methodology Explanation

The methodologies that enhance the students' metalinguistic and metatextual activity promote their autonomy in critically reflect on texts
from diverse genres and consolidate personal and professional skills in oral communication, writing and reading. Based on these
methodological approaches, it is also expected that students will achieve greater linguistic self-confidence and greater confidence in the
analysis and reflection on language data and on the functioning of texts, essential skills for language teachers, according to the profile
outlined by the learning objectives.
Responsible Lecturer(s)

Ana Luisa da Piedade Melro Blazer Gaspar Costa - 2.º Semester
Bibliography

DGE (2008). Dicionário Terminológico em Linha. https://dt.dge.mec.pt/
Duarte, I. (2000). Língua Portuguesa – Instrumentos de Análise. Universidade Aberta.
Duarte, I. (2003). Aspetos Linguísticos da Organização Textual. In Mateus, Brito, Duarte, & Faria (Eds.). Gramática da Língua Portuguesa
(pp. 85-123). 5.ª ed. Caminho.
Lopes, A. & Carapinha, C. (2013). Texto, Coesão e Coerência. Almedina.
Mendes, A. (2013). Organização Textual e Articulação de Orações (pp. 1691-1758). In Raposo, Nascimento, Mota, Segura, & Mendes
(Orgs.). Gramática do Português. Fundação Calouste Gulbenkian.
Silva, P. (2012). Tipologias Textuais. Como Classificar Textos e Sequências. Almedina.