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Interculturalismo: fator de aprendizagem do português Língua Segunda-Língua Estrangeira em Luanda
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Este trabalho de fim de ciclo é uma discussão à volta do multiculturalismo e interculturalismo presentes na província de Luanda e tem como objetivo entender a perspetiva da educação e do ensino da Língua Portuguesa. De facto, a interculturalidade é um dos principais campos de estudo nos quais trabalhámos e a Língua Portuguesa é objeto de estudo.
Estudámos a aplicação dos conceitos de interculturalismo e multiculturalismo sobre a Língua Portuguesa no contexto de Língua Não Materna, em Luanda. Logo, este estudo desenvolve-se à volta de três grupos de informantes: o grupo dos alunos da 5ª e 6ª classes; o grupo de estrangeiros falantes de Português Língua Estrangeira e o grupo de professores de Língua Portuguesa. Os resultados da amostra apontam o facto de a Língua Portuguesa ser Língua Materna para a maioria dos inquiridos; demonstram também que os cidadãos estrangeiros aprendem o Português em situações menos formais.
No primeiro capítulo, fazemos uma breve introdução histórica, cultural e social de Luanda. No segundo capítulo, através da Lei de Bases do sistema de educação, entendemos a dinâmica do ensino das línguas em Angola, salvaguardando o contexto de multiculturalidade. Desta feita, confronta-se a inclusão e a exclusão linguística no âmbito sociocultural, tanto dentro como fora do espaço escolar. Além de, no terceiro capítulo, avaliarmos o tratamento que os cidadãos estrangeiros têm no âmbito da aprendizagem do Português, aferimos o contexto em que é falado o Português pelos alunos.
No entanto, esta dissertação está dividida em três capítulos: Luanda - história, cultura e atualidade; Abordagem sócio e etnolinguística e Estudo de Caso. Em cada um dos capítulos, procuramos esmiuçar as temáticas do ensino da Língua Estrangeira, da aquisição da Língua Segunda, do ensino da língua e cultura de origem e apresentamos algumas sugestões logo na conclusão.
This end-of-cycle work is a discussion around multiculturalism and interculturalism present in the province of Luanda and aims at understanding the perspective of education and teaching of the Portuguese Language. In fact, interculturality is one of the main fields of study in which we work and the Portuguese Language is the object of study. We have studied the application of the concepts of interculturalism and multiculturalism in the Portuguese Language in the context of Non-Mother tongue in Luanda. Therefore, this study is developed around three groups of informants: the group of students in the 5th and 6th grades; the group of foreign speakers of Portuguese as a Foreign Language and the group of teachers of Portuguese Language. The results of the fieldwork point to the fact that the Portuguese Language is the mother tongue for the majority of informants. It also demonstrates that foreign citizens learn Portuguese in less formal situations. In the first chapter, we make a brief historical, cultural and social introduction to Luanda. In the second chapter, through the Basic Law of the educational system, we understand the dynamics of language teaching in Angola, safeguarding the multicultural context. In this context, linguistic inclusion and exclusion are confronted within the sociocultural context, both inside and outside the school space. In addition, in the third chapter, if we evaluate the treatment that foreign citizens have in the context of learning Portuguese, we check the context in which Portuguese is spoken by the students. This dissertation is divided in three chapters: Luanda- history, culture and current affairs; social and ethnolinguistic approach and Case Study. In each of the chapters, we try to study the themes of foreign language teaching, acquisition of second language, the teaching of the language and culture of origin, and present some suggestions in the conclusion.
This end-of-cycle work is a discussion around multiculturalism and interculturalism present in the province of Luanda and aims at understanding the perspective of education and teaching of the Portuguese Language. In fact, interculturality is one of the main fields of study in which we work and the Portuguese Language is the object of study. We have studied the application of the concepts of interculturalism and multiculturalism in the Portuguese Language in the context of Non-Mother tongue in Luanda. Therefore, this study is developed around three groups of informants: the group of students in the 5th and 6th grades; the group of foreign speakers of Portuguese as a Foreign Language and the group of teachers of Portuguese Language. The results of the fieldwork point to the fact that the Portuguese Language is the mother tongue for the majority of informants. It also demonstrates that foreign citizens learn Portuguese in less formal situations. In the first chapter, we make a brief historical, cultural and social introduction to Luanda. In the second chapter, through the Basic Law of the educational system, we understand the dynamics of language teaching in Angola, safeguarding the multicultural context. In this context, linguistic inclusion and exclusion are confronted within the sociocultural context, both inside and outside the school space. In addition, in the third chapter, if we evaluate the treatment that foreign citizens have in the context of learning Portuguese, we check the context in which Portuguese is spoken by the students. This dissertation is divided in three chapters: Luanda- history, culture and current affairs; social and ethnolinguistic approach and Case Study. In each of the chapters, we try to study the themes of foreign language teaching, acquisition of second language, the teaching of the language and culture of origin, and present some suggestions in the conclusion.
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Interculturalismo Língua estrangeira Língua segunda Língua materna Luanda Língua Portuguesa Aprendizagem Multiculturalismo Second language Foreign language Mother tongue. Luanda Portuguese language Learning Interculturalism Multiculturalism