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O caminho desenvolvido sobre o currículo interdisciplinar “Português+” para licenciaturas em Língua Portuguesa no ensino superior na China com base no Modelo Curricular de Tyler e na Teoria da Adaptabilidade Profissional
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A educação não está limitada por fronteiras geográficas, e a língua é fundamental para a transmissão da cultura. A língua portuguesa desempenha um papel fundamental como canal de comunicação entre a China e os países de língua portuguesa, funcionando não só como meio de comunicação, mas também como canal de divulgação de modos de pensamento e perspetivas culturais. O aprofundamento da “Iniciativa do Cinturão e Rota” e dos intercâmbios sino-portugueses levou a um aumento da procura de ensino superior em português na China, com a transição do modelo tradicional de «ensino de línguas» para uma disciplina mais abrangente que integra “língua + estudos profissionais”. No entanto, os sistemas curriculares predominantes para os cursos de português nas universidades chinesas continuam a apresentar deficiências, incluindo objetivos singulares, conteúdos fragmentados e métodos de avaliação desatualizados. Isto dificulta a capacidade dos estudantes de alcançarem uma integração genuína entre a proficiência linguística e as competências profissionais.
O presente documento baseia-se na estrutura sistemática do modelo curricular de Tyler e na teoria da adaptabilidade profissional de Savickas. Integra dados e contributos de estudantes, professores e empresas relevantes do setor para explorar um caminho educativo que faça a ponte entre a teoria e a prática. Através da utilização de questionários e entrevistas aprofundadas, o investigador procurou obter as opiniões de estudantes, professores e empresas, revelando assim a tensão entre o ideal e a realidade no ensino contemporâneo da língua portuguesa na China. Os resultados indicam que, embora a exploração do currículo “Português +” tenha começado, a integração interdisciplinar continua a ser superficial. O domínio da língua, que é tão extenso e profundo como o oceano, só pode formar profissionais com uma mentalidade global e que dão prioridade à aplicação prática quando o conhecimento especializado e as experiências culturais se entrelaçam nele.
O estudo foca-se, portanto, em duas áreas principais. Num primeiro momento, procede-se à análise da otimização das estruturas curriculares. Em segundo lugar, analisa a promoção da ressonância na filosofia educativa. O objetivo consiste em capacitar os alunos de português, de modo que estes encontrem o seu lugar na aprendizagem da língua. Adicionalmente, o intercâmbio educativo e cultural visa fomentar a compreensão mútua e o desenvolvimento entre a China e os países de língua portuguesa.
Education is recognised as being without borders, yet language is seen to carry culture. Portuguese, in its role as a vital bridge connecting China and the Lusophone world, is not merely a communicative instrument but also a medium through which ways of thinking and cultural perspectives are transmitted. The deepening of the Belt and Road Initiative and Sino-Portuguese cooperation has precipitated a transformation in Portuguese education in China, with a shift from conventional language instruction to an interdisciplinary model that integrates language with professional training. However, the current curricula are characterised by fragmentation, with narrow objectives, unbalanced content, and outdated evaluation systems. These factors hinder students from establishing a genuine connection between linguistic learning and career development. The present study is guided by two theoretical frameworks: Tyler's Curriculum Model and Savickas's Career Adaptability Theory. The objective of the study is to identify a pathway that reconciles these two theoretical frameworks with practical applications. This study utilised a mixed-method research approach, incorporating both questionnaires and in-depth interviews, to solicit the perspectives of students, teachers and employers. The analysis of the data yielded insights into the discord between the ideals and realities that characterise the contemporary education system of Portuguese language in China. The findings demonstrate that while “Portuguese+” programs have emerged, true interdisciplinary integration remains in its infancy. The ocean of language is vast and profound; it is only when professional knowledge and cultural experience flow together within it that globally minded and professionally adaptable talents can be cultivated. The present dissertation has been developed with the objective of enhancing the design of the curriculum. Furthermore, it is hoped that this work will serve to inspire a shared educational vision, one which will enable Portuguese learners to identify their identity through language, and which will foster mutual understanding and growth between China and the Lusophone world.
Education is recognised as being without borders, yet language is seen to carry culture. Portuguese, in its role as a vital bridge connecting China and the Lusophone world, is not merely a communicative instrument but also a medium through which ways of thinking and cultural perspectives are transmitted. The deepening of the Belt and Road Initiative and Sino-Portuguese cooperation has precipitated a transformation in Portuguese education in China, with a shift from conventional language instruction to an interdisciplinary model that integrates language with professional training. However, the current curricula are characterised by fragmentation, with narrow objectives, unbalanced content, and outdated evaluation systems. These factors hinder students from establishing a genuine connection between linguistic learning and career development. The present study is guided by two theoretical frameworks: Tyler's Curriculum Model and Savickas's Career Adaptability Theory. The objective of the study is to identify a pathway that reconciles these two theoretical frameworks with practical applications. This study utilised a mixed-method research approach, incorporating both questionnaires and in-depth interviews, to solicit the perspectives of students, teachers and employers. The analysis of the data yielded insights into the discord between the ideals and realities that characterise the contemporary education system of Portuguese language in China. The findings demonstrate that while “Portuguese+” programs have emerged, true interdisciplinary integration remains in its infancy. The ocean of language is vast and profound; it is only when professional knowledge and cultural experience flow together within it that globally minded and professionally adaptable talents can be cultivated. The present dissertation has been developed with the objective of enhancing the design of the curriculum. Furthermore, it is hoped that this work will serve to inspire a shared educational vision, one which will enable Portuguese learners to identify their identity through language, and which will foster mutual understanding and growth between China and the Lusophone world.
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Ensino Superior Interdisciplinaridade Reforma de currículos Língua portuguesa Adaptabilidade profissional Modelo de Tyler Higher education Interdisciplinarity Curriculum reform Portuguese Professional adaptability Model of Tyler