Total number of credits: 30
Number of Credits in Mandatory Components: 12
Number of credits on elective components: 12
Number of credits in Dissertation: 06
The student who fulfills the number of credits and proves academic practices (participation in an extension project linked to the program; publication of articles in Qualis journals; publication of expanded abstract in annals of events; publication of abstracts in annals of events; presentation of work at events).
Compulsory and shared components between the teachers of the two lines:
Theory and practice in language teaching I – Teaching-learning processes. Conceptions of language, language and literature. Research methodologies. Analysis of didactic material.
Theory and practice in language teaching II – Teaching methodologies. Production of didactic material. Evaluation in teaching-learning processes.
Research Seminar I – Guidance for the development of a classroom applied research pre-project (15 pages). Proposal and application of a diagnostic class with the target audience. Proposal for a pilot intervention.
Research Seminar II – Production and socialization of an experience report on the pilot intervention proposal already developed (first half of the semester). Presentation of preliminary results at one or more scientific events, with abstract production, expanded abstract and / or full paper. Project development (30 to 40 pages) and qualification before a panel of three teachers during the Research Socialization Seminar at the end of the semester.
Dissertation I: Generation and analysis of classroom intervention research data. Orientation and Writing of the dissertation. Preparation and holding of lectures and / or workshops and / or training workshops related to research topics before undergraduate students and / or teachers of Basic Education, linked to projects / programs / research groups of the master’s degree program or in partnership with others. programs and / or institutions.
Dissertation II: proven submission of one or more articles to Qualis journals (from A1 to C). Final writing of the dissertation and editing / socialization of the pedagogical / educational product in one or more media (eg websites, blogs, online repositories, social networks, etc.). Defense of the dissertation.
Elective curriculum components linked to the Language Teaching and Learning (mother tongue and additional) line in multiple contexts:
Methodologies for teaching and learning Portuguese Language in Brazil (2 cr) – Menu: Presentation and discussion of different methodologies for teaching Portuguese language, reconstructing the historical course of LP teaching and its relationship with linguistic theories.
Language Education (2 cr) – Syllabus: Topics related to language teaching, such as: language conceptions, multiliteration (s), style and authorship, production and evaluation of material / textbook, teacher training, learning assessment, analysis linguistic, etc.
Methodologies for teaching / learning additional languages in Brazil (2 cr) – Menu: Contemporary View of Applied Linguistics for teaching additional languages in the Brazilian context.
Language and Society (2 cr) – Menu: Study and discussion of the social uses and functions of language and their implications for teaching.
Cognition applied to teaching and learning processes (2 cr) – Menu: Directed readings and textual studies concerning the contributions of research in Cognition and Neuroscience to the teaching and learning processes.
Topics in additional language acquisition (2 cr) – Menu: Study on additional language acquisition theories and their implications for teaching. Development of pedagogical practices for the teaching of additional languages.
Media, technology and language teaching (2 cr) – Menu: Technologies applied to language teaching. Digital literacy. Technologies in teacher education. Tools and digital media focused on language teaching.
Linguistic analysis and language teaching (2 cr) – Menu: The concept of linguistic analysis and its relation to language teaching. Descriptive approaches to linguistic phenomena and their relation to teaching. Discussion and reflection on traditional and innovative methods.
Guided Reading and Practice I (2 cr) – Menu: No previously defined menu. Variable according to the focus of research and teaching activities developed by the students of each class.
Elective curricular components linked to the line Reading and writing in school practices:
Language and educational policies (2 cr) – Summary: Discussions on national and international language and educational policies and their impacts on the practices of different communities.Discursive Theories and Teaching (2 cr) – Menu: Approach to recent studies on discursive and enunciative questions and their relation to teaching.Reading and Teaching Topics (2 cr) – Menu: Study on reading theories and their implications for teaching. Elaboration of pedagogical practices for mother tongue and additional teaching.Writing and Teaching Topics (2 cr) – Menu: Study on theories that approach writing and its implications on teaching. Elaboration of pedagogical practices for mother tongue and additional teaching.
Literary studies applied to teaching I (2 cr) – Syllabus: Study of the concepts of literature and literary language in the light of contemporary theoretical assumptions; elaboration of literature teaching proposals in basic education from the studied concepts.
Literary studies applied to teaching II (2 cr) – Menu: Study of literary genres – narrative, lyrical and dramatic; preparation of proposals for reading activities of different literary genres in basic education.
Literary reading in basic education (2 cr) – Menu: Study of theories that approach the specificity of literary reading and its connections with teaching; development of literature teaching methodologies in basic education in the light of the studied assumptions.
Guided Reading and Practice II (2 cr) – Menu: No previously defined menu. Variable according to the focus of research and teaching activities developed by the students of each class.