Didactics of Portuguese in 2nd Cycle
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Recommended Prior Knowledge
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Objectives
This curricular unit aims to contribute to the training of Portuguese teachers in the 2nd CEB, based on the expansion of the knowledge and skills acquired in the Didactics of Portuguese in the 1st CEB. The aim is for students to be able to: 1. critically reflect on the teaching and learning of different domains of Portuguese, in the light of current regulations; 2. recognise the cross-curricular nature of Portuguese; 3. consider the challenges of teaching and learning in multilingual contexts. 5. plan and implement learning sequences in the 2nd CEB, with particular emphasis on the areas of writing and grammar. 6. critically analyse approaches and tools for teaching, learning and assessment. 7. work autonomously and collaboratively.
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Teaching Methods
The specific methodologies of this curricular unit are in line with the principles of the Pedagogical Model of the ESE, which includes the IPS Guidelines, namely in valuing transversal skills (critical thinking, collaborative work and use of technology), promoting autonomous work, promoting active learning methods in the classroom and increasing collaborative learning. The pedagogical work follows the proposal already developed in the UC Didactics of Portuguese (1st cycle of Basic Education), giving it continuity, and takes place in workshops, face-to-face and at a distance, in synchronous and asynchronous sessions, the latter with access to online learning scripts that allow the generation of cognitive, procedural and collaborative dynamics to support the process of planning activity proposals. Asynchronous distance learning sessions favour collaborative learning, with a focus on the jigsaw technique, where students are divided into small groups and each group studies a different part of the curriculum, becoming specialists in that piece of information. Later, in synchronous e-learning sessions, students are grouped into new teams in simultaneous rooms or breakout rooms with an expert on each topic, and they share what they have learned with their classmates. In face-to-face sessions, interactive presentation and questioning are favoured; students apply what they have learned based on pre-defined tasks (inverted classroom), supported by the course instructor. This form of learning encourages not only the acquisition of content through collaboration and sharing, but also the (co-)responsibility of each student for the learning outcomes of the group. Padlet is an important tool to support the course, making it possible to monitor the progress of the students' work, in particular to identify the difficulties they encounter and to provide support material to fill the gaps. Due to its characteristics, this resource allows new approaches to the construction and sharing of information and knowledge, enabling collaborative work at a distance during the process of preparing assignments, with the teacher assuming the role of facilitator of the teaching and learning process and the students as the protagonists of this process. The tutorial support provided refers to peer support in carrying out the work and individual support whenever necessary. This help is provided at a distance, in synchronous sessions, making the best use of online communication tools, at the request of both teachers and students.
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Internship(s)
Não
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Syllabus
1. Principles and guidelines for teaching Portuguese in the 2nd cycle of basic education 1.1 Areas of learning: speaking, reading, literature, writing and grammar 1.2 The articulation between the areas 1.3 Transversality with other areas of knowledge 2. Teaching Portuguese in a multilingual context 3. Writing 3.1. Writing in different genres 3.1.1 Writing to construct and explain knowledge 3.1.2 Writing to express an opinion 3.2 Planning, implementing and assessing learning of writing.
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Content Explanation
In this curricular unit, students will have to deepen previous knowledge, critically reflect on the teaching and learning of the different domains of Portuguese in the 2nd cycle, and plan and implement learning sequences, with a focus on writing and grammar. The activities to be developed will include (i) reading and discussing texts of normative and scientific natures, (ii) researching and critically analysing strategies and curricular materials, and (iii) planning and implementing learning sequences, both autonomously and collaboratively. These activities will enable them to deepen knowledge that is essential for the critical analysis of the teaching and learning of Portuguese, in potentially multilingual contexts, and to plan and implement sequences that are scientifically and pedagogically grounded.
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Methodology Explanation
This curricular unit aims to develop the student's ability to (i) deepen and mobilise linguistic and didactic knowledge, (ii) reflect critically on the teaching and learning of the different areas of Portuguese in 5th and 6th grade, with an emphasis on writing and grammar, and (iii) plan and implement learning sequences. At the same time, the aim is to promote autonomous and collaborative work, as well as skills in academic writing, oral presentation, critical reading, and researching, selecting and organising information. The methods used are in line with these learning objectives, as they value the active role of the student in researching and selecting information, as well as in planning and producing the different stages of the assignments. In addition, the collaborative workshop tasks are able to demonstrate the knowledge that students acquire throughout the process through the products that are made and assessed, with the teacher's feedback playing a fundamental role in (self-)monitoring learning.
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Responsible Lecturer(s)
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Bibliography
Costa, J., Cabral, A., Santiago, A., & Viegas, F. (2011). Guião de implementação do programa de português: CEL. DGIDC. DGE (2018). Aprendizagens essenciais: Português. ME. Niza, I., Segura, J., & Mota, I. (2011). Guião de implementação do programa de português: Escrita. DGIDC. Pereira, L. A. & Cardoso, I. (2013). A sequência de ensino como dispositivo didático para a aprendizagem da escrita num contexto de formação de professores. In L. A. Pereira & I. Cardoso (eds.), Reflexão sobre a escrita. O ensino de diferentes géneros de textos. UA. Pinto, M. (2020). Escrever para aprender a expor no ensino básico: construindo o modelo didático do género exposição escrita. Revel Revista Virtual de Estudos da Linguagem, 18(17), 110-125. Silvano, P., & Rodrigues, S. V. (2010). A Pedagogia dos Discursos e o Laboratório Gramatical no ensino da gramática. In A. Brito (org.), Gramática: História, teorias e aplicações (pp.275-286). UP.
Course details
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Code
02103114
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Teaching Mode
PRESENCIAL
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ECTS
3.0
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Duration
Semestrial
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Hours
9h Orientação Tutorial
27h 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
LINKS
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