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O estatuto da língua portuguesa em São Tomé e Príncipe: uma análise em contexto escolar
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Esta tese desenvolve-se em torno do estatuto de que goza a língua portuguesa em São Tomé e Príncipe, com particular enfoque na análise dos fatores implicados no processo de ensino/aprendizagem da norma padrão do português em contexto escolar. Com o objetivo de identificar aspetos que caracterizam realidades educativas diferenciadas, realizámos um estudo comparativo entre duas escolas com localizações distintas: uma na capital, outra em meio rural.
Do contacto entre os crioulos em presença e a língua portuguesa, emerge uma variedade do português que se tornou a língua materna da maioria dos são-tomenses. Esse código linguístico, predominantemente oral e com variação substantiva, exerce um impacto significativo no modo como os alunos aprendem a língua portuguesa na escola. Num quadro mais amplo, procurámos também compreender as representações que os alunos têm do Português de São Tomé por comparação com o Português Europeu e as implicações daí decorrentes na sua autoestima linguística. Procedemos ainda à análise das orientações pedagógicas, dos recursos humanos e materiais disponíveis, e das opções metodológicas que caracterizam o cenário onde tem lugar o processo de ensino/aprendizagem da língua portuguesa. Como estratégia de investigação adotámos a pesquisa de terreno, que integrou várias técnicas de recolha e análise de informação, designadamente: observação direta, conversas informais, grupos focais e análise documental.
The present thesis addresses the status of Portuguese language in Sao Tome and Principe with a particular focus on the analysis of the factors involved in the teaching and learning process of Portuguese in the educational context. With the aim of identifying features characterizing distinct learning environments, a comparative study was carried out between two schools at different locations: one school was located in the capital city, whereas the other was in a rural area. From the interaction of the existing Creoles and the Portuguese language, a variety of Portuguese has emerged, which has become the mother tongue for the majority of San Tomean nationals. Such language, predominantly oral and with substantive variations, has a significant impact in the way students learn Portuguese at school. In a broader framework, we have also sought to understand the representations students have of San Tomean Portuguese vis-à-vis European Portuguese and the implications resulting thereafter in their communicative self-esteem. We also assessed pedagogical guidelines, human resources and available materials, as well as the methodological options that characterize the scenario where the Portuguese language teaching and learning processes takes place. The adopted research strategy was based on field research with various means of information collection and analysis techniques, namely direct observation, informal conversations, identification of focal groups and documental analysis.
The present thesis addresses the status of Portuguese language in Sao Tome and Principe with a particular focus on the analysis of the factors involved in the teaching and learning process of Portuguese in the educational context. With the aim of identifying features characterizing distinct learning environments, a comparative study was carried out between two schools at different locations: one school was located in the capital city, whereas the other was in a rural area. From the interaction of the existing Creoles and the Portuguese language, a variety of Portuguese has emerged, which has become the mother tongue for the majority of San Tomean nationals. Such language, predominantly oral and with substantive variations, has a significant impact in the way students learn Portuguese at school. In a broader framework, we have also sought to understand the representations students have of San Tomean Portuguese vis-à-vis European Portuguese and the implications resulting thereafter in their communicative self-esteem. We also assessed pedagogical guidelines, human resources and available materials, as well as the methodological options that characterize the scenario where the Portuguese language teaching and learning processes takes place. The adopted research strategy was based on field research with various means of information collection and analysis techniques, namely direct observation, informal conversations, identification of focal groups and documental analysis.
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Língua portuguesa São Tomé e Príncipe Escola Portuguese language School