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Expressões Artísticas: cenários para o desenvolvimento da competência comunicativa em língua no domínio da produção oral e escrita de narrativas. Proposta didática no Ensino de Português no Estrangeiro
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A presente tese de doutoramento centra-se no desenvolvimento de uma investigação no âmbito da Didática das Línguas, em geral e, em termos mais específicos, no domínio do Ensino de Português, particularmente no Ensino Primário em França. A proposta didática que se pretende levar cabo parte do gosto que os alunos nestas idades revelam pelas Expressões Artísticas, Artes Visuais, desenho e as artes em geral. As orientações didáticas têm como referenciais axiais para a aprendizagem da língua o Quadro de Referência para o Ensino do Português no Estrangeiro (QuaREPE, 2020), o Referencial Camões de Português Língua Estrangeira (Camões, 2017) e as orientações do Ministério da Educação de Portugal (DGE,2018) que estão focadas numa abordagem direcionada para a ação, que privilegia a realização de tarefas, relacionadas com a língua, onde o aprendente é considerado como um ator social que desenvolve a sua competência comunicativa, através de atividades linguísticas, discursivas e estratégias diversificadas de comunicação, adequadas aos contextos de uso da língua. Pretendeu-se, neste projeto, desenvolver uma metodologia sob a forma de Sequência Didática que envolve como estratégia “Cenários de Produção Artística” tendo em vista motivar os alunos para a produção de narrativas a partir de produtos artísticos, ilustrações, por eles próprios concebidos. O objetivo principal é comprovar que a metodologia didática, com enfoque nestes cenários, contribui para a mobilização das competências comunicativas em língua portuguesa. Pretende-se também avaliar a recetividade dos envolvidos, oferecer um conjunto de tarefas que tem em vista uma aprendizagem interdisciplinar, humanista e integracionista, envolvendo-os em atos criativos, imaginativos, reforçando aspetos como a autonomia, a socialização, a interação oral e escrita, valorizando e privilegiando uma educação multi-intercultural, onde o aluno é o criador, construtor, autor. O presente estudo, de caso de natureza qualitativa, foi fundado em testemunhos de alunos atribuídos à docente no ano letivo 2020-2021. A investigação consistiu na conceção e implementação, em sala de aula, de uma Unidade Didática, cuja sequência de atividades/tarefas emergem de produções plásticas realizadas pelos próprios alunos. Na sequenciação das atividades, pretendeu-se mobilizar competências comunicativas nas suas vertentes: linguística, sociolinguística e pragmática, tendo em vista a produção de narrativas orais e escritas, através da dinamização de situações de interação verbal e através da estimulação criativa que subjaz ao objetivo primordial de desenvolver a capacidade comunicativa em língua portuguesa. Da análise dos dados, pôde concluir-se que a estratégia metodológica facilita a mobilização de competências comunicativas em língua. A promoção de competências narrativas, a partir de percursos pedagógicos-didáticos interdisciplinares e interculturais, principalmente ao nível das artes, suscita elevado interesse por parte dos alunos, o que concorre para potenciar a imaginação, criatividade, o autoconhecimento e, ainda, a autoestima. Através das tarefas implementadas é possível construir narrativas com elementos que se interligam de modo significativo e com coerência. Dos resultados práticos comprova-se que esta Unidade Didática “Cenários de Produção Artística”, alicerçada nos paradigmas emergentes para o ensino da língua, respeitando o gosto, a sensibilidade estética e artística de cada aluno, pode ser implementada como uma estratégia adequada em diferentes contextos educativos.
The present doctoral thesis focuses on the development of an investigation within the scope of Language Didactics, in general, and, in more specific terms, within the domain of Portuguese Teaching, particularly in Primary Education in France. The didactic proposal that we intend to carry out starts from the taste that students at these ages reveal for Artistic Expressions, Visual Arts, drawing and the arts in general. The didactic guidelines have as axial references for language learning the Reference Framework for the Teaching of Portuguese Abroad (QuaREPE, 2020), the Camões Reference of Portuguese as a Foreign Language (Camões, 2017) and the guidelines of the Ministry of Education of Portugal (DGE, 2018) that are focused on an action-oriented approach, which focuses on the performance of language-related tasks, where the learner is considered as a social actor who develops communicative competence through linguistic and discursive activities and diversified communication strategies, appropriate to the contexts of language use. In this context, it was intended to develop a methodology in the form of a Didactic Sequence involving as a strategy "Artistic Production Scenarios" in order to motivate students to produce narratives from artistic products, illustrations, designed by themselves. The main objective is to prove that the didactic methodology, focusing on these scenarios, contributes to the development of communicative competences in Portuguese language. It is also intended to evaluate the receptivity of those involved, to offer a set of tasks aimed at interdisciplinary, humanistic and integrationist learning, involving them in creative, imaginative acts, reinforcing aspects such as autonomy, socialization, oral and written interaction, valuing and favoring a multi-intercultural education, where the student is the creator, builder, author. This qualitative case study was based on the testimonies of students assigned to the teacher in the school year 2020-2021. The research consisted in the implementation, in the classroom, of a Didactic Unit, whose sequence of activities/tasks emerged from plastic productions made by the students themselves. In the sequencing of activities, it was intended to mobilize communicative skills in their linguistic, sociolinguistic and pragmatic aspects, aiming at the production of oral and written narratives, through the dynamization of verbal interaction situations and through creative stimulation that underlies the primary objective of developing the communicative capacity in Portuguese language. From the data analysis, it could be concluded that the methodological strategy facilitates the development of communicative language competence. The promotion of narrative competences, based on interdisciplinary and intercultural pedagogical-didactic pathways, mainly at the level of the arts, arouses great interest in the students, which contributes to enhancing imagination, creativity, self-knowledge and self-esteem. Through the implemented tasks it is possible to build narratives with meaningful and coherent interconnected elements. The practical results prove that this Teaching Unit "Scenarios of Artistic Production", based on emerging paradigms for language teaching, respecting the taste, aesthetic and artistic sensibility of each student, can be implemented as an appropriate strategy in different educational settings.
The present doctoral thesis focuses on the development of an investigation within the scope of Language Didactics, in general, and, in more specific terms, within the domain of Portuguese Teaching, particularly in Primary Education in France. The didactic proposal that we intend to carry out starts from the taste that students at these ages reveal for Artistic Expressions, Visual Arts, drawing and the arts in general. The didactic guidelines have as axial references for language learning the Reference Framework for the Teaching of Portuguese Abroad (QuaREPE, 2020), the Camões Reference of Portuguese as a Foreign Language (Camões, 2017) and the guidelines of the Ministry of Education of Portugal (DGE, 2018) that are focused on an action-oriented approach, which focuses on the performance of language-related tasks, where the learner is considered as a social actor who develops communicative competence through linguistic and discursive activities and diversified communication strategies, appropriate to the contexts of language use. In this context, it was intended to develop a methodology in the form of a Didactic Sequence involving as a strategy "Artistic Production Scenarios" in order to motivate students to produce narratives from artistic products, illustrations, designed by themselves. The main objective is to prove that the didactic methodology, focusing on these scenarios, contributes to the development of communicative competences in Portuguese language. It is also intended to evaluate the receptivity of those involved, to offer a set of tasks aimed at interdisciplinary, humanistic and integrationist learning, involving them in creative, imaginative acts, reinforcing aspects such as autonomy, socialization, oral and written interaction, valuing and favoring a multi-intercultural education, where the student is the creator, builder, author. This qualitative case study was based on the testimonies of students assigned to the teacher in the school year 2020-2021. The research consisted in the implementation, in the classroom, of a Didactic Unit, whose sequence of activities/tasks emerged from plastic productions made by the students themselves. In the sequencing of activities, it was intended to mobilize communicative skills in their linguistic, sociolinguistic and pragmatic aspects, aiming at the production of oral and written narratives, through the dynamization of verbal interaction situations and through creative stimulation that underlies the primary objective of developing the communicative capacity in Portuguese language. From the data analysis, it could be concluded that the methodological strategy facilitates the development of communicative language competence. The promotion of narrative competences, based on interdisciplinary and intercultural pedagogical-didactic pathways, mainly at the level of the arts, arouses great interest in the students, which contributes to enhancing imagination, creativity, self-knowledge and self-esteem. Through the implemented tasks it is possible to build narratives with meaningful and coherent interconnected elements. The practical results prove that this Teaching Unit "Scenarios of Artistic Production", based on emerging paradigms for language teaching, respecting the taste, aesthetic and artistic sensibility of each student, can be implemented as an appropriate strategy in different educational settings.
Descrição
Em parceria com Universidade Aberta
Palavras-chave
Ensino de Português no Estrangeiro (EPE) Educação Artística (EA) Português Língua Materna (PLM) Português Língua Não Materna (PLNM) Produção oral e escrita de narrativas Educação para a Cidadania Global Multi/intercultural Unidade didática Teaching Portuguese Abroad (EPE) Portuguese as a Mother Tongue (PLM) Portuguese as a Non-Mother Tongue (PLNM) Oral and written narrative production Art Education (EA) Global Citizenship Education Didatic sequence