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Ensino de Russo (LE) a adultos falantes de Português (L1): teoria a prática na construção de módulos de aprendizagem
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Orientador(es)
Resumo(s)
O ensino de russo (LE) a falantes de português (L1) tem antecedentes que se devem às
relações internacionais existentes entre a ex-URSS e os países lusófonos. Apesar de
existirem manuais para o ensino-aprendizagem do russo (LE) dirigidos a falantes de
português (L1), alguns destes livros foram publicados há muito tempo ou, sendo mais
recentes, apresentam pouca variedade. Assim, nos contextos dos países de língua
portuguesa, os professores de russo (LE) confrontam-se com desafios como a
adaptação de excertos de vários manuais, o desenvolvimento de bases de dados
terminológicas na língua nativa dos alunos, a publicação dos seus materiais didáticos e
a realização de pesquisas independentes nessa área para definição de estratégias
adequadas a diversos contextos de formação. Neste âmbito, a presente tese dá conta
do desenvolvimento histórico da didática do russo (LE) e de materiais pedagógicos
dirigidos a falantes de outras línguas. Isso permite aprofundar conhecimentos
relevantes nesta área e formular considerações conceptuais que apresentam
orientações para a produção de materiais didáticos de russo (LE) destinados a adultos
falantes de português (L1). Como resultado da investigação, a tese apresenta uma
proposta de módulos de aprendizagem que: (i) pode orientar os profissionais na
preparação de materiais didáticos; (ii) reflete experiências recentes no ensino da
língua russa (LE) no Espaço Europeu do Ensino Superior (EEES); (iii) contém referências
a recursos bibliográficos e eletrónicos atuais; (iv) pode contribuir para o
desenvolvimento de programas curriculares e para a produção de manuais.
Russian language teaching (FL) to native Portuguese speakers (L1) can be traced within the international relations between the former Soviet Union and the Portuguesespeaking countries. Despite the fact that there are textbooks for teaching-learning Russian (FL) that aim at a specific audience — Portuguese speakers (L1) —, some of them were published a long time ago or a little variety of them is published nowadays. Today in the contexts of the Portuguese speaking countries, teachers of Russian (FL) are faced with challenges such as the adaptation of excerpts from various textbooks, the development of terminological databases in the native language of learners, the publication of their own teaching materials and having to conduct independent researches in this area to define adequate strategies for diverse learning contexts. Within this framework, the present research reveals the historical development of the methodology for Russian as a foreign language and the pedagogical materials addressed to the speakers of other languages. It allows deepening the relevant knowledge in the study area and formulating some conceptual considerations, which represent some guidance for the improvement of the didactic materials in Russian (FL) to adult Portuguese speakers (L1). As a result of the research the present thesis proposes the learning modules, which: (i) can guide professionals in designing didactic materials; (ii) reflect some current experiences of Russian language teaching (FL) at the European Higher Education Area (EHEA); (iii) contain references to the recent bibliographical and electronic resources; (iv) can contribute to curriculum development and production of text books.
Russian language teaching (FL) to native Portuguese speakers (L1) can be traced within the international relations between the former Soviet Union and the Portuguesespeaking countries. Despite the fact that there are textbooks for teaching-learning Russian (FL) that aim at a specific audience — Portuguese speakers (L1) —, some of them were published a long time ago or a little variety of them is published nowadays. Today in the contexts of the Portuguese speaking countries, teachers of Russian (FL) are faced with challenges such as the adaptation of excerpts from various textbooks, the development of terminological databases in the native language of learners, the publication of their own teaching materials and having to conduct independent researches in this area to define adequate strategies for diverse learning contexts. Within this framework, the present research reveals the historical development of the methodology for Russian as a foreign language and the pedagogical materials addressed to the speakers of other languages. It allows deepening the relevant knowledge in the study area and formulating some conceptual considerations, which represent some guidance for the improvement of the didactic materials in Russian (FL) to adult Portuguese speakers (L1). As a result of the research the present thesis proposes the learning modules, which: (i) can guide professionals in designing didactic materials; (ii) reflect some current experiences of Russian language teaching (FL) at the European Higher Education Area (EHEA); (iii) contain references to the recent bibliographical and electronic resources; (iv) can contribute to curriculum development and production of text books.
Descrição
Palavras-chave
didática das línguas estrangeiras foreign language teaching methodology ensino do russo (LE) Russian language teaching (FL) adultos falantes nativos de português (L1) adult native Portuguese speakers (L1) módulos de aprendizagem learning modules