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A importância da formação intercultural para a docência de português língua estrangeira/língua segunda a adultos, em contexto de ensino superior
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Advisor(s)
Abstract(s)
A presente investigação incide sobre a formação de professores de português como língua estrangeira/língua segunda a adultos, em contexto de ensino superior, nomeadamente no que se refere à área da interculturalidade. Neste sentido, procurou-se analisar a visão destes profissionais sobre as características do perfil docente, gerais e específicas a esse âmbito, bem como explorar as ideias que têm sobre as suas próprias práticas pedagógicas. Paralelamente, quis-se compreender a visão de formadores de professores acerca dos contextos de ensino/aprendizagem e da formação específica existente nesta área em Portugal. Assim, no primeiro caso, recorreu-se a um inquérito por questionário e, no segundo, a um inquérito por entrevista. Concomitantemente, foram analisados os programas de todas as UC obrigatórias das licenciaturas referidas no questionário, bem como os programas referentes à oferta formativa específica na área de português língua estrangeira, língua segunda e língua não materna da rede pública universitária, ao nível da pós-graduação, 2º e 3º ciclos, com o objetivo de se encontrar evidências que contemplassem a diversidade cultural, a diversidade linguística, a educação intercultural e o trabalho em contextos multiculturais.
Apesar de apenas metade dos professores ter admitido ter recebido formação sobre as questões interculturais, de uma forma geral, os docentes estão sensibilizados para a importância da valorização de todos os alunos. No entanto, alguns indícios sugerem que há uma diferença entre as práticas que se assinalam como as mais corretas e aquilo que, efetivamente, se faz. Noutro ângulo, embora alguns dos programas analisados contemplem os eixos investigados, há formações em que tal não se verifica de uma forma evidente.
Tendo em conta a crescente procura pela aprendizagem da língua portuguesa, por estudantes do ensino superior e por imigrantes (embora a primeira tenha vindo a aumentar e a segunda a diminuir) e reconhecendo que o ensino da língua pode e deve ser um veículo de formação intercultural dos alunos, acreditamos que deve haver, por parte das instituições de ensino superior, uma aposta sólida na formação dos professores de português como língua estrangeira/língua segunda.
This research focuses on the training of Portuguese as a foreign language/second language teachers, to adults, in the context of higher education, particularly where it regards the field of interculturality. In this sense, we tried to analyse the the views of these professionals about the characteristics of the teaching profile, general and specific to that context, as well as explore the ideas they have about their own teaching practices. At the same time, an effort was made to understand faculty experts’ views, namely teachers’ trainers on the teaching/learning contexts and specific training for teachers of Portuguese as a native language in Portugal. So, in the first case, a survey through questionnaire was used, and in the second, an interview survey. Simultaneously, all of the mandatory Curricular Units’ programs of the degrees mentioned in the survey where analysed, as well as the programs for the specific training available in the portuguese as a foreign language, second language and non-native language fields of the public universities’ system, on a post graduation level, with the objective of finding evidence of the inclusion of cultural diversity, linguistic diversity, intercultural education and work in a multicultural backdrop concepts. The results show that, although only half of the teachers admitted to having received training on intercultural issues, generally speaking, teachers are aware of the importance of the development of all students. Nonetheless, some findings suggest there is a difference between what is known to be right and what is done, specifically in what refers to the characteristics of an intercultural teacher. From another perspective, although some of the analysed programs contain the investigated drivers, there are training programs in which that is not so visible. Taking into account the increasing demand for Portuguese language learning, for students and for immigrants (although the first has been on the rise and the second declining) and recognising that language teaching can and should be a vehicle for the intercultural training of students, we believe there should be, on the part of the institutions for higher learning, a solid investment in the training of portuguese as a foreign language teachers.
Diversity, Interculturality, Teacher Education, Learning Portuguese as Foreign Language/Second Language
This research focuses on the training of Portuguese as a foreign language/second language teachers, to adults, in the context of higher education, particularly where it regards the field of interculturality. In this sense, we tried to analyse the the views of these professionals about the characteristics of the teaching profile, general and specific to that context, as well as explore the ideas they have about their own teaching practices. At the same time, an effort was made to understand faculty experts’ views, namely teachers’ trainers on the teaching/learning contexts and specific training for teachers of Portuguese as a native language in Portugal. So, in the first case, a survey through questionnaire was used, and in the second, an interview survey. Simultaneously, all of the mandatory Curricular Units’ programs of the degrees mentioned in the survey where analysed, as well as the programs for the specific training available in the portuguese as a foreign language, second language and non-native language fields of the public universities’ system, on a post graduation level, with the objective of finding evidence of the inclusion of cultural diversity, linguistic diversity, intercultural education and work in a multicultural backdrop concepts. The results show that, although only half of the teachers admitted to having received training on intercultural issues, generally speaking, teachers are aware of the importance of the development of all students. Nonetheless, some findings suggest there is a difference between what is known to be right and what is done, specifically in what refers to the characteristics of an intercultural teacher. From another perspective, although some of the analysed programs contain the investigated drivers, there are training programs in which that is not so visible. Taking into account the increasing demand for Portuguese language learning, for students and for immigrants (although the first has been on the rise and the second declining) and recognising that language teaching can and should be a vehicle for the intercultural training of students, we believe there should be, on the part of the institutions for higher learning, a solid investment in the training of portuguese as a foreign language teachers.
Diversity, Interculturality, Teacher Education, Learning Portuguese as Foreign Language/Second Language
Description
Keywords
Educação Interculturalidade Ensino do português Segunda língua Línguas estrangeiras Diversidade cultural Formação de professores Educação de adultos Ensino superior
Citation
Boléo, Ana Maria Mendonça Santos de Paiva - A importância da formação intercultural para a docência de português língua estrangeira/língua segunda a adultos, em contexto de ensino superior. [S.l.]: [s.n.], 2018. 350 p.