Banca de DEFESA: NUNA NUNES CORREIA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : NUNA NUNES CORREIA
DATE: 07/05/2021
TIME: 10:00
LOCAL: Remoto
TITLE:

 

 

PORTUGUESE LANGUAGE TEACHING IN THE CONTEXT OF LINGUISTIC DIVERSITY IN GUINEA-BISSAU: A PROPOSAL FOR BASIC EDUCATION

KEY WORDS:

Teaching Portuguese. Guinea-Bissau. Linguistic diversity. Textbooks. Basic Education.

 

 

PAGES: 129
BIG AREA: Linguística, Letras e Artes
AREA: Linguística
SUBÁREA: Linguística Aplicada
SUMMARY:

Guinea Bissau is a small West african nation whose official language is Portuguese, and consequently it is the only language of instruction in a context in which more than 20 ethnic languages are spoken and Creole, which has the status of unity language national in the country. Since its officialization, the teaching of Portuguese has been one of the issues discussed, due to the fact that the Portuguese language is not part of the Guinean reality, as it is not the mother tongue of many Guineans and is not spoken on a daily basis. Therefore, in this work, we seek to investigate, from the textbooks Histórias dos avós, the teaching of the Portuguese language in the context of the linguistic diversity of Guinea-Bissau to, from there, suggest an activity proposal for Portuguese classes in Basic Education , specifically for 4th grade students. In order to carry out this documentary investigation with a quantitative-qualitative approach, we carried out an analysis of two textbooks entitled Histórias dos Avós (reading book and exercise book), which guide Portuguese classes aimed at 4th grade students. For that, we had as theoretical contributions the works of Couto & Embaló (2010) and Freire & Guimarães (2011), which discuss the situation of the Portuguese language in Guinea-Bissau, its officialization and its confrontation with the Creole language, which continues to gain space increasingly, and ethnic languages, which are also spoken daily in the country. When dealing with the teaching of Portuguese in a context of multiple languages, we draw on the writings of Baldé (2013) and Ntchala Cá and Rúbio (2019); still, we started from Antunes (2003) to discuss the activities present in the two books. The results of our analysis show that, in terms of reading, the didactic material Histórias dos avós are contextualized, because they bring texts, illustrations and stories that are part of Guinean reality and that are told from generation to generation; however, they are materials whose focus is centered on normative grammar. Thus, analyzing these teaching materials, we clearly notice that the teaching of Portuguese in Guinea-Bissau still leaves much to be desired, as it is based on the traditional perspective, taking normative grammar as the center of pedagogical activities; and, in this way, it contributes to the silencing of Creole and leaves aside linguistic diversity, principal linguistic characteristic of our country.

BANKING MEMBERS:
Presidente - 1476540 - CELLINA RODRIGUES MUNIZ
Interna - 1673309 - SULEMI FABIANO CAMPOS
Externo à Instituição - EMANOEL LUÍS ROQUE SOARES - UFRB