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Português língua não materna como língua de ensino na Guiné-Bissau: implicações na aprendizagem
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Abstract(s)
O presente estudo nasce do contexto do ensino-aprendizagem sombrio bissau-guineense,
motivado por vários factores. Um dos principais fatores desse cenário é a utilização
inadequada das metodologias do ensino de Língua Portuguesa ao aluno guineense, cuja
língua de comunicação é outra (kriol/línguas étnicas). Deste modo, propôs-se a avançar
com este estudo, com vista a compreender o impacto do PLNM como método do ensino no
sistema educativo guineense, na proficiência linguística e no desempenho em outras áreas
curriculares. Para isso, através do estudo comparado dos dois grupos dos alunos, no qual
um dos grupos beneficiou do curso de aperfeiçoamento em Língua Portuguesa, cujo
método do ensino é PLNM, fez-se análise dos resultados escolares (do liceu) por três
indicadores: i) os que apresentam i) CRESCIMENTO, ii) DECRESCIMENTO e iii)
CONSTANTE, tanto em Língua Portuguesa (LP) como em outras disciplinas agrupadas
pelas características comuns, como as DISCIPLINAS PRÁTICAS, as TEÓRICAS e as
LÍNGUAS ESTRANGEIRAS. Logo, na sequência desta análise, pode-se verificar que o
grupo que teve (ou ainda tem) acesso ao curso de Língua Portuguesa, cujo método é
L2/LNM, apresenta melhor desempenho tanto na disciplina de Língua Portuguesa (embora
nesta se denote um certo equilíbrio pelas oscilações apresentadas por dois grupos) como
em outras disciplinas, sobretudo, nas DISCIPLINAS PRÁTICAS, que no indicador do
CRESCIMENTO se perfila com melhor resultado (51,1%) e no DECRESCIMENTO no
último de os que menos regrediram (14,3%). No cômputo geral, constata-se que o grupo
alvo apresentou no indicador de CRESCIMENTO 57,1% contra 21,4% do grupo de
controlo, enquanto no DECRESCIMENTO o primeiro conta com 42,85% face a 71, 42%
do grupo de controlo. Em virtude destes resultados e demais decorridos da revisão das
literaturas, conclui-se que o PLNM é bastante ajustado como método a aplicar no ensino
do Português no país e contribuiria significativamente no desempenho escolar dos
guineenses, podendo reduzir drasticamente altas taxas do insucesso e de abandono escolar
e, por conseguinte, proporcionar o ensino de qualidade no país.
The present study arises from the dark teaching-learning context, in which one of the main factors of this scenario is the inadequate use of Portuguese language teaching methodologies to Guinean students, whose language of communication is another (kriol/ethnic languages). In this way, it was proposed to proceed with a study in order to understand the impact of the PLNM as a teaching method in the Guinean educational system, in linguistic proficiency and in the performance in other curricular areas. For this, through a comparative study of the two groups of students, in which one of the groups has benefited from the improvement course in Portuguese, whose teaching method is PLNM, an analysis of the school results (from the lyceum) was carried out by three indicators: those that present GROWTH, DECREASING and CONSTANT, both in LP and in other subjects grouped by common characteristics, such as PRACTICAL, THEORETICAL SUBJECTS and FOREIGN LANGUAGES. Therefore, following this analysis, it can be seen that the group that had (or still has) performs better both in LP (although in this there is a certain balance due to the oscillations presented by two groups) and in other disciplines, especially in SUBJECTS PRACTICES, which in the GROWTH indicator is profiled with the best result (51.1%) and in the DECREASING in the last of them they regressed (14.3%). Overall, it appears that the target group presented in the GROWTH indicator of 57.1% against 21.4% of the control group, while in the DECREASING the first has 42.85% compared to 71.42% of the group of control. Due to these results and others elapsed from the literature review, it is concluded that the PLNM is quite adjusted as a method to be applied in the teaching of Portuguese in the country and would significantly contribute to the school performance of Guineans, being able to drastically reduce high rates of failure and dropout. school and, therefore, provide quality education in the country.
The present study arises from the dark teaching-learning context, in which one of the main factors of this scenario is the inadequate use of Portuguese language teaching methodologies to Guinean students, whose language of communication is another (kriol/ethnic languages). In this way, it was proposed to proceed with a study in order to understand the impact of the PLNM as a teaching method in the Guinean educational system, in linguistic proficiency and in the performance in other curricular areas. For this, through a comparative study of the two groups of students, in which one of the groups has benefited from the improvement course in Portuguese, whose teaching method is PLNM, an analysis of the school results (from the lyceum) was carried out by three indicators: those that present GROWTH, DECREASING and CONSTANT, both in LP and in other subjects grouped by common characteristics, such as PRACTICAL, THEORETICAL SUBJECTS and FOREIGN LANGUAGES. Therefore, following this analysis, it can be seen that the group that had (or still has) performs better both in LP (although in this there is a certain balance due to the oscillations presented by two groups) and in other disciplines, especially in SUBJECTS PRACTICES, which in the GROWTH indicator is profiled with the best result (51.1%) and in the DECREASING in the last of them they regressed (14.3%). Overall, it appears that the target group presented in the GROWTH indicator of 57.1% against 21.4% of the control group, while in the DECREASING the first has 42.85% compared to 71.42% of the group of control. Due to these results and others elapsed from the literature review, it is concluded that the PLNM is quite adjusted as a method to be applied in the teaching of Portuguese in the country and would significantly contribute to the school performance of Guineans, being able to drastically reduce high rates of failure and dropout. school and, therefore, provide quality education in the country.
Description
Keywords
Língua portuguesa Políticas linguísticas Métodos de ensino Ensino de línguas Ensino-aprendizagem Guiné-Bissau Portuguese language Language policies and language teaching methods Teaching-learning Guinea Bissau
Citation
Quimabé, Donaldo António Dona - Português língua não materna como língua de ensino na Guiné-Bissau [Em linha]: implicações na aprendizagem. [S.l.]: [s.n.], 2022. 161 p.