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O português em Timor-Leste : presença da língua nas salas de aula de escolas do 1º e 2º ciclos de Díli, Lautém, Manatuto e Bobonaro
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Abstract(s)
Este estudo insere-se na área das Políticas de Línguas e debruça-se especificamente sobre a presença da língua portuguesa nas salas de aula de escolas do 1.º e 2.º ciclos em quatro
diferentes municípios.
Tendo presente que o contexto de plurilinguismo de Timor-Leste não se reflete apenas no dia a dia dos timorenses mas igualmente nas escolas, em virtude da nova reforma curricular do ensino pré-escolar e 1.º e 2.º ciclos do ensino básico, este trabalho incide sobre uma amostra de 93 professores que lecionam em escolas do 1.º e 2.º ciclos do
Ensino Básico em quatro municípios.
Como suporte da argumentação, além de passarmos em revista o contexto político e histórico de Timor-Leste, o atual panorama linguístico e a política de língua (Educativa)
de Timor-Leste, a rede escolar timorense, a fundamentação e teoria para a Educação Multilingue baseada na Língua Materna (EMbLM) e a análise do documento (Diploma) Decreto-Lei n.º 4/2015 de 14 de janeiro referente ao Currículo Nacional de Base do 1.º e 2.º ciclos do Ensino, é realizado um inquérito extensivo aos professores e uma entrevista semiestruturada a dois diretores. Estes dois instrumentos, além de se destinarem a conhecer o perfil sociolinguístico, pretendem averiguar se os professores têm usado o
português antes e após a reforma curricular, em que circunstâncias o têm feito, se têm
ensinado em outras línguas e averiguar qual a sua perceção relativamente ao uso da língua portuguesa como língua de instrução no ensino.
Da investigação resultou a perceção de que o português já não é a língua que assume um estatuto privilegiado em contexto de sala de aula, como língua de instrução,
nomeadamente no 1.º ciclo, uma vez que só é usado na disciplina de português, com uma
redução drástica da sua carga horária. Verificamos ainda que a baixa utilização do português durante o processo de ensino veio impedir que os alunos possam adquirir uma maior proficiência em língua portuguesa, contrapondo o novo currículo nacional que determina um sistema claro de progressão linguística, capaz de garantir, no final do segundo ciclo, um sólido conhecimento quer do tétum quer do português.
This study comes under the Language Education Policy field and focuses on the usage of the Portuguese language within classrooms in primary (1st cycle of studies) and presecondary (2nd cycle of studies) schools of four different municipalities. Being aware that the multilingual context of Timor-Leste is not a pattern of daily life only, as it also occurs in schools due to the recent pre-school, 1st and 2nd cycle school curriculum restructuring, this study is based on a sample of 93 teachers lecturing at 1st and 2nd cycle schools from four municipalities. Apart from reviewing the Timorese political and historical context, the current language education policy panorama, the public school network, the theoretical fundamentals of Mother Tongue based Multilingual Education (MTbME) as well as the Decree-law no. 4/2015 of 14 January on the 1st and 2nd Cycles’ School Curriculum, we have also applied an extensive survey to the teachers and made a semi-structured interview with two school directors. With these two instruments we aim at understanding the socio-linguistic profile and at verifying if teachers have been using Portuguese in their classrooms, understanding the circumstances under which they have been doing so, before and after the curriculum restructuring; we also aim at examining if they have been teaching through other languages and at understanding their insights on Portuguese as a medium language in schools. The research revealed that Portuguese is no longer the major language within classroom context, as a medium language, namely for the 1st cycle of studies (primary school level), being used for the Portuguese subject only, which has suffered a deep workload reduction. We have also verified that the low usage rate of Portuguese has hampered students from acquiring higher levels of proficiency in the Portuguese language, opposing the new school curriculum, which advocates for a clear system of progression regarding pupils’ linguistic skills, which would lead to solid knowledge of both Tetun and Portuguese.
This study comes under the Language Education Policy field and focuses on the usage of the Portuguese language within classrooms in primary (1st cycle of studies) and presecondary (2nd cycle of studies) schools of four different municipalities. Being aware that the multilingual context of Timor-Leste is not a pattern of daily life only, as it also occurs in schools due to the recent pre-school, 1st and 2nd cycle school curriculum restructuring, this study is based on a sample of 93 teachers lecturing at 1st and 2nd cycle schools from four municipalities. Apart from reviewing the Timorese political and historical context, the current language education policy panorama, the public school network, the theoretical fundamentals of Mother Tongue based Multilingual Education (MTbME) as well as the Decree-law no. 4/2015 of 14 January on the 1st and 2nd Cycles’ School Curriculum, we have also applied an extensive survey to the teachers and made a semi-structured interview with two school directors. With these two instruments we aim at understanding the socio-linguistic profile and at verifying if teachers have been using Portuguese in their classrooms, understanding the circumstances under which they have been doing so, before and after the curriculum restructuring; we also aim at examining if they have been teaching through other languages and at understanding their insights on Portuguese as a medium language in schools. The research revealed that Portuguese is no longer the major language within classroom context, as a medium language, namely for the 1st cycle of studies (primary school level), being used for the Portuguese subject only, which has suffered a deep workload reduction. We have also verified that the low usage rate of Portuguese has hampered students from acquiring higher levels of proficiency in the Portuguese language, opposing the new school curriculum, which advocates for a clear system of progression regarding pupils’ linguistic skills, which would lead to solid knowledge of both Tetun and Portuguese.
Description
Keywords
Política de língua Ensino do português Educação Salas de aula Plurilinguismo Multilinguismo Língua materna 1º ciclo 2º ciclo Timor-Leste Language policy Multilingualism Mother tongue based multilingual education 1st and 2nd cycle school curriculum
Pedagogical Context
Citation
Monteiro, José Manuel Sequeira - O português em Timor-Leste [Em linha]: presença da língua nas salas de aula de escolas do 1º e 2º ciclos de Díli, Lautém, Manatuto e Bobonaro. [S.l.]: [s.n.], 2017. 179 p.