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Publicação
O Sistema de Avaliação e Certificação das Aprendizagens no Ensino Português no Estrangeiro
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| 5.58 MB | Adobe PDF |
Orientador(es)
Resumo(s)
A dimensão que a língua portuguesa tem vindo a conquistar no espaço europeu e no mundo (como língua materna, língua segunda, língua de herança ou língua estrangeira) é inquestionável e justifica a criação de mecanismos de resposta (medidas de política), que lhe confiram valor, qualidade, solidez e rigor, à semelhança do que se faz para outras línguas. Avaliar e certificar as aprendizagens veio transformar o Ensino Português no Estrangeiro e trouxe desafios quer ao Camões, I.P, quer às coordenações de ensino, quer aos docentes que integram a rede, quer aos próprios alunos. O presente trabalho pretende (i) compreender o EPE, através do estudo do enquadramento legal, das competências atribuídas ao Camões, I.P. (no que respeita à coordenação da atividade dos docentes de língua e cultura portuguesas no estrangeiro) e do “espaço” conferido ao ensino do português como língua não materna nos curricula e no sistema de ensino nos países com comunidades de língua portuguesa; (ii) analisar o sistema de avaliação e certificação das aprendizagens e as mudanças e desafios que a sua introdução originou no EPE; (iii) compreender se o processo de certificação tem contribuído para o aumento da procura de cursos de língua portuguesa por parte das comunidades portuguesas; (iv) perceber se a certificação tem contribuído para um maior reconhecimento do EPE junto das comunidades portuguesas e dos sistemas educativos dos países abrangidos; (v) analisar a estrutura e as matrizes das provas de exame.
The dimension the Portuguese Language has conquered throughout Europe and worldwide (as native language, second language, heritage language or as foreign language) is undeniable and justifies the creation of response mechanisms (political measures) to grant value, quality, validity, and accuracy, similarly to other languages. Evaluating and certifying knowledge has changed Portuguese Education Abroad (EPE) and has set challenges to the Camões, I.P., the teaching coordination, the network teachers, and the students, themselves. This work aims to (i) understand Portuguese Education Abroad, through the study of the legislation which has granted competence to Camões, I.P. (as far as the Portuguese language and culture coordination of teachers’ activities abroad are concerned), the “space” given to teaching Portuguese as a non-native language in the syllabus and the teaching system in countries hosting Portuguese language communities; (ii) to analyse the changes and challenges the introduction of the knowledge evaluation and certification system has brought to Portuguese Education Abroad; (iii) to understand if the certification has contributed to the increase of interest in Portuguese language courses among Portuguese communities abroad; (iv) to perceive if the certification has contributed to a higher recognition of Portuguese Education Abroad amongst both the Portuguese communities and the educational systems of the countries where it has been established; (v) to analyse the structure and the matrix of the exams.
The dimension the Portuguese Language has conquered throughout Europe and worldwide (as native language, second language, heritage language or as foreign language) is undeniable and justifies the creation of response mechanisms (political measures) to grant value, quality, validity, and accuracy, similarly to other languages. Evaluating and certifying knowledge has changed Portuguese Education Abroad (EPE) and has set challenges to the Camões, I.P., the teaching coordination, the network teachers, and the students, themselves. This work aims to (i) understand Portuguese Education Abroad, through the study of the legislation which has granted competence to Camões, I.P. (as far as the Portuguese language and culture coordination of teachers’ activities abroad are concerned), the “space” given to teaching Portuguese as a non-native language in the syllabus and the teaching system in countries hosting Portuguese language communities; (ii) to analyse the changes and challenges the introduction of the knowledge evaluation and certification system has brought to Portuguese Education Abroad; (iii) to understand if the certification has contributed to the increase of interest in Portuguese language courses among Portuguese communities abroad; (iv) to perceive if the certification has contributed to a higher recognition of Portuguese Education Abroad amongst both the Portuguese communities and the educational systems of the countries where it has been established; (v) to analyse the structure and the matrix of the exams.
Descrição
Palavras-chave
Política Externa de Portugal Ensino Português no Estrangeiro Ensino-Aprendizagem do Português como Língua Não Materna Sistema de Avaliação e Certificação das aprendizagens Provas de Exame Portugal’s foreign language policy Portuguese Education Abroad The Knowledge Evaluation and Certification System Teaching and learning Portuguese as a non-native language The exams