Overall objectives:

1 - To understand the historical process of formation of Romanesque languages, in particular Portuguese, as a heritage, linguistic and cultural phenomenon.
2 - To relate the Romanesque languages to linguistic variation, especially in the case of Portuguese.
3 - To take advantage of the acquisitions made in foreign languages to deepen the linguistic knowledge patrimonial.
4 - To develop contrastive linguistic analysis, at phonetic, lexical, syntactic, propositional, pragmatic and textual analysis, in the area of Romanesque linguistics, focusing it essentially on the prosodic accent and verbal system.

Syllabus:

1 - From Latin to Romanesque languages: a common and diverse linguistic patrimony
1.1 - Romance languages and their classification
1.2 - Linguistic variation and change in Romania
2 - Some features of modern Romanesque languages
2.1 - Phonetics and prosody: accent placement
2.2 - O verb system: "deixis"

Literature/Sources:

BALDINGER, Kurt, , 1972 , La Formación de los domínios linguísticos en la Península Ibérica, Madrid , Editorial Gredos.
CAMPOS, M. H. C. , 1997 , Tempo, Aspecto, Modalidade: Estudos de linguística Portuguesa, Porto , Porto Editora.
CUNHA, Celso & CINTRA, Luís Filipe Lindley, , 1995 , Nova Gramática do Português Contemporâneo, Lisboa, , Sá da Costa.
ALLIÈRES, Jacques , 2001 , Manuel de Linguistique Romane , Champion
CASTRO, Ivo et alii , 1991 , Curso de História da Língua Portuguesa , Universidade Aberta
NUNES, José Joaquim , 1989 , Compêndio de Gramática Histórica Portuguesa. Fonética e Morfologi , Clássica Editora

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
The methodology followed in Romance Linguistics implies a theoretical component and another practice, combining in due course to facilitate the consolidation of learning. In this sense, in addition to exhibition classes based on projections, it is proposed to solve exercises individually and in groups. The solutions are then provided for confrontation with which each student, by themselves or together, presented. An environment of dialogue is created to promote scientific reflection based on the contents treated. Throughout classes, motivating research questions are asked that students should be undertaken in individual working hours. It is encouraged to consult bibliography and commented reading work. Thus, the methods followed guide you to the evaluation. This will be the result of two moments of evaluation (weighing 50% each): the first is a frequency and the second (depending on the number of students in the class) will be either a little reaserch or a frequency.