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Curso "Olá em Português" e a importância das abordagens comunicacional. intercultural e lúdica no ensino do português a imigrantes – estudo de caso
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Com o aumento da imigração para Portugal, e com uma nova imigração vinda dos quatro cantos do mundo, tornou-se premente repensar o ensino da língua portuguesa para este novo público, que não fala a língua nem tem qualquer contacto com a nossa cultura. O programa “Olá em Português” foi concebido com o intuito de dar as ferramentas básicas a estas pessoas, imigrantes adultos de várias nacionalidades, ensinando-lhes português de nível A1, com vista a ajudá-los nas variadas situações do seu quotidiano, sendo por isso fundamental no seu processo de integração na sociedade portuguesa. Na presente dissertação pretende demonstrar-se como se usou a abordagem comunicativa, e em especial as suas vertentes intercultural e lúdica, nas aulas de português que a mestranda deu a estes alunos, de modo a potenciar a aprendizagem da língua, mas também a promover a sua integração na sociedade portuguesa, tornando-os cidadãos de pleno direito, e fomentando a criação de laços entre eles. Por outro lado, a aula de português serviu como espaço para identificar necessidades mais urgentes e permitir o acesso mais facilitado às instituições que promoveram os cursos, para que estas os pudessem ajudar com outros serviços essenciais, como informação no processo de legalização ou procura de casa e trabalho. Procurou-se também salientar o papel do professor enquanto comunicador intercultural e o seu papel fundamental neste tipo de aprendizagem, capaz de promover o respeito por outras culturas, deixando ele de ser autoridade para se tornar facilitador, tornando a sala de aula um espaço seguro e aberto a todos, onde a aprendizagem acontece através da comunicação.
With the increase of immigration to Portugal, and a new immigration coming from all over the world, rethinkink the teaching of Portuguese language to this new audience, which neither speaks the language nor has any contact with our culture, has become a pressing matter. The “Olá em Português” programme has been thought of with the intent of providing basic tools to this audience of adult immigrants of several nationalities, teaching them A1 level Portuguese in order to assist them in everyday 5 situations, therefore serving as a fundamental part of their integration process. This thesis aims at demonstrating how the communicative approach has been used, especially in its intercultural and recreational aspects, in the Portuguese classes I taught these students, in order to enhance their learning of the language but also to promote their integration in portuguese society, making them citizens in full right and strengthening communal bonds. Additionally, the Portuguese classes also served as a space to identify more pressing needs and to facilitate access to the institutions that promoted said classes, so that they might assist with other essential services, such as information with legalization processes or finding accomodation or work. I have also attempted to highlight the role of the teacher as an intercultural communicatior and the fundamental part he plays in this form of learning, as someone who is able to promote respect of other cultures, relinquishing their role as a figure of authority in order to become a facilitator, turning the classroom into a space open to all, where learning occurs through communication.
With the increase of immigration to Portugal, and a new immigration coming from all over the world, rethinkink the teaching of Portuguese language to this new audience, which neither speaks the language nor has any contact with our culture, has become a pressing matter. The “Olá em Português” programme has been thought of with the intent of providing basic tools to this audience of adult immigrants of several nationalities, teaching them A1 level Portuguese in order to assist them in everyday 5 situations, therefore serving as a fundamental part of their integration process. This thesis aims at demonstrating how the communicative approach has been used, especially in its intercultural and recreational aspects, in the Portuguese classes I taught these students, in order to enhance their learning of the language but also to promote their integration in portuguese society, making them citizens in full right and strengthening communal bonds. Additionally, the Portuguese classes also served as a space to identify more pressing needs and to facilitate access to the institutions that promoted said classes, so that they might assist with other essential services, such as information with legalization processes or finding accomodation or work. I have also attempted to highlight the role of the teacher as an intercultural communicatior and the fundamental part he plays in this form of learning, as someone who is able to promote respect of other cultures, relinquishing their role as a figure of authority in order to become a facilitator, turning the classroom into a space open to all, where learning occurs through communication.
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Imigração Ensino do português Abordagem comunicativa Aprendizagem intercultural Aprendizagem lúdica Língua de acolhimento Immigration Teaching of Portuguese Communicative approach Intercultural learning Playful learning Host language