Textuality and Education
Objectives
a) To discuss the grounds of a theory of textuality;
b) To define educational phenomena as communicative action;
c) To establish the relationship between textuality and education;
d) To reflect on reading communities, levels of textuality and educational contexts;
e) To discuss the canon theory;
f) To develop research competences in this disciplinary field.
General characterization
Code
722091105
Credits
10.0
Responsible teacher
Luís Manuel Aires Ventura Bernardo
Hours
Weekly - 3
Total - 280
Teaching language
Portuguese
Prerequisites
n.a
Bibliography
ADAM, J.-M., Les textes: types et prototypes, Paris, Armand Colin, 2011.
AMILBURU, M., La Educación, Actividad Interpretativa, Madrid, Dykinson, 2002.
BLOOM, H., O Cânone Ocidental, Lisboa, Temas e Debates, 2011.
BRONCKART, J.-P., Activité langagière, textes et discours, Lausanne/Paris, Delachaux et Niestlé, 1996.
DIONÍSIO, M., A Construção Escolar de Comunidades de Leitores, Coimbra, Almedina, 2000.
JACQUES, F., Larbre du texte et ses possibles, Paris, Vrin, 2008.
TORNERO, J., Comunicação e Educação na Sociedade da Informação, Porto, Porto Editora, 2007.
Teaching method
Seminar based on the presentation and discussion of texts previously prepared by students with the teachers moderation.
Evaluation method
Evaluation method - The evaluation is continuous and aims at provide constructive assessment. It includes participation in the seminar activities, oral presentation of a book concerning one of the seminar subjects (in group, showing a powerpoint for around 20 minutes) and a written critical review of a book included in the extended bibliography (between 5 and 10 pages). (100%)
Subject matter
From language to texts;
Text and textuality: authorship, referentiality and reading;
Textuality as a theoretical frame for the understanding of action and education;
Types and levels in textuality: educational purposes;
Reading communities and educational contexts;
Provisional and educational canons.