Resumen

FERREIRA, Patrícia; ESTRELA, Antónia; OLIVEIRA, Ana Luísa  y  ABRANTES, Ana. Native language didactics and project based learning: dialogues and intersections. Invest. Práticas [online]. 2020, vol.10, n.1, pp.31-61. ISSN 2182-1372.  https://doi.org/10.25757/invep.v10i1.202.

The aim of this text is to present an analysis of the role of language in project-based learning and the linguistic progress that takes place through the use of this methodology. From the analysis of didactic resources, children's works, photographic records of teaching and learning contexts and reports of events, several topics are brought into the discussion regarding two axis: which linguistic competencies contribute to the development of projects by students (i) and the boost that these working contexts print to linguistic learnings in the mentioned areas (ii). The analysis has evinced the dialogical relation between the development of specific knowledge related to the thematic of the projects and the scientific or artistic field in which they can be integrated and the development of linguistic competencies, such as, a) the relevance of an explicit action focused on the didactics of language in the preparation of the development of projects and in every step of the way; b) the wealth of project-based learning and teaching for the contextualization of linguistic learnings; c) and the benefits that such contexts implicate for the development of knowledge in use, complex in nature, that form the concept of literacy and enhance citizenship exercise.

Palabras clave : Project-based teaching and learning; Didactics of language; Curricular articulation; Literacy.

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