A carregar...
Publicação
Burajirugo. O PLE e lusofonia no contexto editorial Japonês
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 2.93 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Qualquer forma de ensino requer materiais educativos. O ensino de línguas não é exceção e o Manual é uma das principais ferramentas. Embora os professores possam adaptar, reforçar, suplementar ou desconsiderar em parte os seus conteúdos, estes continuam a desempenhar um papel crucial nas perceções dos estudantes face à língua que estão a aprender, bem como face às culturas associadas à mesma.
No contexto japonês atual, em que embora o ensino de línguas estrangeiras esteja a experienciar considerável investimento como resposta à globalização, a percentagem de residentes permanentes não-japoneses continua à volta de 2% segundo dados de 2018. Isto significa que oportunidades para interagir com as comunidades linguístico-culturais da língua-alvo tendem a ser escassas. Consequentemente, conteúdo das aulas e manuais acrescem na sua importância no respeitante à imagem que os estudantes desenvolvem destas comunidades.
A presente tese foca-se então neste fenómeno aplicado à língua portuguesa e à comunidade Lusófona dentro do contexto do ensino de línguas estrangeiras do Japão, tomando como objeto de pesquisa primário um corpus de manuais de PLE de edição japonesa. Tendo em consideração investigações anteriores, os princípios gerais que guiarão esta tese podem ser resumidos nas seguintes perguntas de investigação:
① Como se insere o Português no ensino de LE do Japão?
② Que papeis desempenha o manual dentro do ensino de Língua Estrangeira?
③ Como é que os manuais apresentam a sua missão pedagógica?
④ Como é abordada a variação entre Português de Portugal e Português do Brasil?
⑤ Que imagem da lusofonia é proposta pelos manuais?
Any form of teaching requires educational materials. Language education is no exception and one of its major features is the textbook. Although teachers can adapt, reinforce, supplement or partly disregard the contents, they still play a very important role in shaping the perceptions of students regarding the language they are currently learning, as well as the cultures associated with it. In the current Japanese context, even though foreign language education is experiencing a boom as a response to globalization, the percentage of foreign permanent residents remains at around 2% as of data from 2018. This means that opportunities to interact with the cultural-linguistic community of the target-language is very scarce. Consequently, class and textbook contents play an important role in establishing the image students hold of these communities. The present thesis focuses therefore on this situation as applied to the Portuguese language and the Lusophone community within Japan’s foreign language teaching, taking as a primary object of research textbooks of Portuguese as a Foreign Language (PFL) published in Japan. Taking into consideration the state of the art, the guiding principles of the thesis can be summarized in the following research questions. ① How does the Portuguese language fit in the context of Foreign Language teaching in Japan? ② What roles can be assigned to the Textbook in the Foreign Language teaching context? ③ How do the textbooks show their pedagogical mission? ④ How is the variation between European and Brazilian Portuguese approached? ⑤ What image of the Lusophone World is portrayed in these textbooks?
Any form of teaching requires educational materials. Language education is no exception and one of its major features is the textbook. Although teachers can adapt, reinforce, supplement or partly disregard the contents, they still play a very important role in shaping the perceptions of students regarding the language they are currently learning, as well as the cultures associated with it. In the current Japanese context, even though foreign language education is experiencing a boom as a response to globalization, the percentage of foreign permanent residents remains at around 2% as of data from 2018. This means that opportunities to interact with the cultural-linguistic community of the target-language is very scarce. Consequently, class and textbook contents play an important role in establishing the image students hold of these communities. The present thesis focuses therefore on this situation as applied to the Portuguese language and the Lusophone community within Japan’s foreign language teaching, taking as a primary object of research textbooks of Portuguese as a Foreign Language (PFL) published in Japan. Taking into consideration the state of the art, the guiding principles of the thesis can be summarized in the following research questions. ① How does the Portuguese language fit in the context of Foreign Language teaching in Japan? ② What roles can be assigned to the Textbook in the Foreign Language teaching context? ③ How do the textbooks show their pedagogical mission? ④ How is the variation between European and Brazilian Portuguese approached? ⑤ What image of the Lusophone World is portrayed in these textbooks?
Descrição
Palavras-chave
Pedagogia LE no Japão Língua portuguesa Análise de Manuais Portuguese as Foreign Language Pedagogy FL in Japan Textbook Analysis