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Proposta de didatização da obra Os vivos, o morto e o peixe frito, de Ondjaki, para aprendentes de Português Língua Não Materna de nível C1
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Resumo(s)
O presente projeto visa discutir o lugar do texto literário no ensino do português como língua
estrangeira (PLE) a aprendentes chineses do nível de proficiência C1. Apresenta-se uma
proposta de didatização que pretende sublinhar algumas das vantagens associadas ao uso de
textos literários, tanto no desenvolvimento das competências linguísticas como na exposição a
conteúdos socioculturais relevantes, ao mesmo tempo que pretende fomentar o apreço pela
leitura literária e a capacidade de leitura literária. Considerando as ramificações da utilização da
literatura para esse propósito educacional, propõe-se uma unidade didática para o estudo da
obra Os vivos, o morto e o peixe frito, de Ondjaki, destinada a aprendentes universitários
chineses de nível de proficiência C1. Essa proposta pretende destacar o impacto positivo que o
uso deste tipo de texto pode ter na aprendizagem do PLE junto deste público específico. No que
respeita à metodologia, adotou-se uma abordagem de pesquisa-ação. Em resposta à escassez de
textos literários como material didático no ensino de PLE nas universidades chinesas, esta
unidade didática foi criada e aplicada na prática. Recorreu-se para isso a bibliografia relevante
para a parte teórica. Esta permitiu realizar o enquadramento da unidade didática. Recorreu-se,
também, à aplicação de um questionário para recolher dados junto dos aprendentes e o seu
feedback sobre a unidade didática. O trabalho está estruturado em cinco. O primeiro capítulo, é
dedicado ao lugar do texto literário (TL) no ensino de PLE e inicia com uma reflexão sobre o
estatuto e o lugar do TL no ensino de uma Língua Estrangeira (LE) e sobre as vantagens de,
enquanto documento autêntico, este ser trabalho nas aulas de LE. Em seguida, são abordados os
fundamentos e a metodologia do ensino do TL. No segundo capítulo, realiza-se a análise do
perfil linguístico dos aprendentes do nível de proficiência C1, seguindo as diretrizes do QECR.
O objetivo é compreender as expetativas associadas a esse nível de proficiência, ou seja, as
competências e os conhecimentos avançados necessários para a realização de várias tarefas
comunicativas. Dá-se especialmente ênfase à aquisição de conteúdos culturais, abrangendo a
análise da língua e da cultura, a competência intercultural e o conhecimento sociocultural. No
terceiro capítulo, apresentam-se a obra Os vivos, o morto e o peixe frito e informações básicas
sobre o autor, incluindo a adaptação cinematográfica da obra. No quarto capítulo, propõe-se
uma unidade didática para trabalhar o livro. Este capítulo abrange os motivos da escolha desta
obra, os objetivos da proposta de didatização, a sua estrutura, bem como as atividades
comunicativas e conteúdos culturais. No quinto capítulo, descrevem-se os resultados de
aplicação desta proposta de didatização e o feedback dos alunos sobre este material. Realiza-se,
igualmente, uma análise detalhada para entender os resultados do ensino e identificar problemas
presentes no material didático. A concretização deste trabalho de projeto permitiu perceber que
utilizar a TL como ponto de partida das atividades de aprendizagem é muito positivo, no
entanto, ainda existem muitas áreas que merecem ser melhoradas, nomeadamente os materiais
apresentados.
This project aims to discuss the place of the literary text in the teaching of Portuguese as a foreign language (PLE) to Chinese learners at proficiency level C1. It presents a didactic proposal that aims to highlight some of the advantages associated with the use of literary texts, both in the development of language skills and in the exposure to relevant socio-cultural content, while at the same time aiming to foster an appreciation for literary reading and literary reading skills. Considering the ramifications of using literature for this educational purpose, we propose a didactic unit for the study of Ondjaki's The Living, the Dead and the Fried Fish, aimed at Chinese university learners of proficiency level C1.This proposal aims to highlight the positive impact that the use of this type of text can have on learning PLE with this specific audience. In terms of methodology, an action research approach was adopted. In response to the scarcity of literary texts as teaching material in Chinese universities, this teaching unit was created and applied in practice. Relevant bibliography was used for the theoretical part. This provided the framework for the teaching unit. A questionnaire was also used to collect data from learners and their feedback on the didactic unit. The work is structured in five chapters. The first chapter is dedicated to the place of the literary text (TL) in the teaching of PLE and begins with a reflection on the status and place of the TL in the teaching of a Foreign Language (FL) and the advantages of working with it in FL classes as an authentic document. The fundamentals and methodology of TL teaching are then discussed. The second chapter analyzes the language profile of learners at proficiency level C1, following the guidelines of the CEFR. The aim is to understand the expectations associated with this level of proficiency, i.e. the advanced skills and knowledge needed to carry out various communicative tasks. Particular emphasis is placed on the acquisition of cultural content, covering language and cultural analysis, intercultural competence and sociocultural knowledge. The third chapter presents The Living, the Dead and the Fried Fish and basic information about the author, including the film adaptation of the work. The fourth chapter proposes a teaching unit for working with the book. This chapter covers the reasons for choosing this work, the objectives of the lesson plan, its structure, as well as the communicative activities and cultural content. The fifth chapter describes the results of the application of this lesson plan and the students' feedback on the material. A detailed analysis is also carried out in order to understand the teaching results and identify problems with the teaching material. The realization of this project work has allowed us to see that using TL as a starting point for learning activities is very positive, however, there are still many areas that deserve improvement, namely the materials presented.
This project aims to discuss the place of the literary text in the teaching of Portuguese as a foreign language (PLE) to Chinese learners at proficiency level C1. It presents a didactic proposal that aims to highlight some of the advantages associated with the use of literary texts, both in the development of language skills and in the exposure to relevant socio-cultural content, while at the same time aiming to foster an appreciation for literary reading and literary reading skills. Considering the ramifications of using literature for this educational purpose, we propose a didactic unit for the study of Ondjaki's The Living, the Dead and the Fried Fish, aimed at Chinese university learners of proficiency level C1.This proposal aims to highlight the positive impact that the use of this type of text can have on learning PLE with this specific audience. In terms of methodology, an action research approach was adopted. In response to the scarcity of literary texts as teaching material in Chinese universities, this teaching unit was created and applied in practice. Relevant bibliography was used for the theoretical part. This provided the framework for the teaching unit. A questionnaire was also used to collect data from learners and their feedback on the didactic unit. The work is structured in five chapters. The first chapter is dedicated to the place of the literary text (TL) in the teaching of PLE and begins with a reflection on the status and place of the TL in the teaching of a Foreign Language (FL) and the advantages of working with it in FL classes as an authentic document. The fundamentals and methodology of TL teaching are then discussed. The second chapter analyzes the language profile of learners at proficiency level C1, following the guidelines of the CEFR. The aim is to understand the expectations associated with this level of proficiency, i.e. the advanced skills and knowledge needed to carry out various communicative tasks. Particular emphasis is placed on the acquisition of cultural content, covering language and cultural analysis, intercultural competence and sociocultural knowledge. The third chapter presents The Living, the Dead and the Fried Fish and basic information about the author, including the film adaptation of the work. The fourth chapter proposes a teaching unit for working with the book. This chapter covers the reasons for choosing this work, the objectives of the lesson plan, its structure, as well as the communicative activities and cultural content. The fifth chapter describes the results of the application of this lesson plan and the students' feedback on the material. A detailed analysis is also carried out in order to understand the teaching results and identify problems with the teaching material. The realization of this project work has allowed us to see that using TL as a starting point for learning activities is very positive, however, there are still many areas that deserve improvement, namely the materials presented.
Descrição
Palavras-chave
PLNM Didatização do texto literário Literatura Leitura Português Língua Não Materna Literary text teaching Literature Reading Trabalho de projeto