A experiência da ESEV TV - televisão académica on-line

The study focuses on the analysis of the academic experience entitled Television of the Superior School of Education from Viseu (ESEV TV). This academic project has been an online experience since 2011 and comprises a space of experimentation and broadcasting for audiovisual contents. The significance of the digital sphere embodied mostly through the internet places this medium as the ideal platform to the exchange of contents created by the academic community and favors its dissemination to a heterogeneous audience. The implementation of this audiovisual project encourages the collaboration and the creative initiative of those involved in it and, at the same time, intents to improve the capabilities of expression and communication skills of the participants. It is also an objective of this creative initiative to build an historical archive of audiovisual produced material as also as to promote the integration of students, strengthening ethical and moral values and increasing communication strategies. ESEV TV is available to all study cycles from the institution where it is allocated and represents a workshop camp where it is possible to practice techniques and develop knowledge in the television production area. The accomplishment of the project purpose is inextricably dependent on the existence of a working group constantly updated, also multidisciplinary, that aggregates students from different areas. This complex interdependent mission is guided by teachers with knowledge and experience in the audiovisual field. The team work expects to produce an interesting online schedule that reunites, at the same time, information, culture, education and entertainment.

Manuais escolares de português: cenários didáticos de educação literária a partir das Metas Curriculares

A relação entre Literatura e Língua tem vindo a ser reconstruída nos diferentes documentos reguladores da ação docente. Esta alteração, impulsionada pelo documento Metas Curriculares de Português (MCP) para o Ensino Básico, influenciou os manuais escolares entretanto reformulados e avaliados. Neste artigo discutimos: (1) o impacto do domínio da Educação Literária (EL) definido pelas MCP na organização de onze manuais de Português do 1.º, 2.º e 3.º Ciclos do Ensino Básico (CEB), de seis editoras diferentes; (2) as repercussões da aplicação do corpus literário na operacionalização dos domínios da Oralidade, Leitura, Escrita e Gramática. Nesta análise, confrontamos manuais adaptados e não adaptados às MCP, o que nos permite concluir que o domínio da EL tem pouco impacto na macroestrutura dos manuais, mas repercussões significativas nos cenários didáticos associados à exploração dos outros domínios, devido ao corpus literário prescrito, motivando reflexões sobre o papel do texto literário num manual de Português.