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Ensino do Português no Estrangeiro: Contextos, Políticas e Abordagens
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A língua portuguesa ocupa atualmente um lugar de destaque no mundo global. É a
língua mais falada no hemisfério sul e uma das cinco línguas mais faladas no mundo, com cerca
de 263 milhões de falantes. Em 2050 serão de 390 milhões de falantes nos seis continentes e
490 milhões até 2100 (Atlas da Língua Portuguesa, 2016). De acordo com a World Internet
Statistics (2016) o português é também a quinta língua mais usada na Internet, com cerca de
154.5 milhões de utilizadores, à sua frente ficam o Inglês (948.6), o chinês (751.9), o espanhol
(277.1) e o árabe (168.4). O Brasil aparece em quarto lugar com o maior número de
utilizadores de Internet (139.1 milhões).
A importância da língua portuguesa como fator de afirmação no mundo global
estende-se, nos dias de hoje, aos mais diversos domínios, como meio privilegiado de
comunicação, saber e cultura, assumindo um poder geoestratégico indiscutível.
O português tem sido uma língua de contacto entre povos e civilizações distintas.
Como resultado, é a língua oficial de nove países (Portugal, Brasil, Angola, Moçambique,
Guiné-Bissau, Cabo Verde, São Tomé e Príncipe e, mais recentemente, Guiné-Equatorial) e a
segunda oficial de Timor-Leste e Macau, exibindo, assim, a vasta diversidade de contextos
linguísticos, políticos e geográficos. No entanto, o seu estatuto como Língua segunda e
estrangeira difere de contexto para contexto. É, assim, crucial perceber esta modificação ao
nível de seu uso em contextos linguísticos, geográficos e políticos distintos.
É, nesse sentido, um desafio entender como a pesquisa atual no campo do ensino e
aprendizagem das línguas se aplica à diversidade cultural das audiências alvo e se adapta às
realidades diferentes e complexas, refletindo as suas limitações, conflitos e exigências, na
medida em que a língua (s) e a cultura (s) estão ligadas inevitavelmente uma(s) à(s) outra(s).
Pelas razões expostas, pretende-se determinar os contextos, as políticas e as
abordagens que presidem ao ensino do português no estrangeiro, no sentido de clarificar
como se organiza este tipo de ensino na Europa e em África, em particular, nos Países
Africanos de Língua Oficial Portuguesa (PALOP), mediante a aplicação de um inquérito aos
professores e alunos do EPE nos contextos europeu e africano, individualizando o domínio da
aprendizagem e ensino do português como língua segunda e estrangeira, em contextos
políticos, geográficos e linguísticos múltiplos.
Constatámos que os desafios dos sistemas de ensino e realidades diferentes
apresentam algumas diferenças, mas também se debatem com problemas semelhantes.
Há ainda um longo caminho a percorrer em virtude das dificuldades e das muitas
ineficiências na execução do EPE nos diferentes contextos.
Today, the portuguese language has a proeminent place in the global world, being one of the five most widely spoken languages, it is spoken by approximately 263 million speakers in the six continents. The projection of about 390 million in 2050 and of about 490 million until 2100 (Atlas da Língua Portuguesa, 2016), suggests a trend towards an increase in the number of speakers. According to the World Internet Statistics (2016) Portuguese is also the fifth most used language on the Internet, with 154.5 million users, ahead of them are English (948.6), Chinese (751.9), Spanish (277.1) and Arabic (168.4). Brazil appears in fourth place with the largest number of Internet users (139.1 million). The importance of Portuguese as a factor of affirmation in the global world nowadays extends to the most diverse domains, as a privileged means of communication, knowledge and culture, assuming an undisputed geostrategic power. The portuguese language has been a language of contact between peoples and civilizations, holding the premise of unity and diversity simultaneously. As a result, it is the official language of eight countries (Portugal, Brazil, Angola, Mozambique, Guinea-Bissau, Cape Verde, São Tomé e Príncipe, East Timor), displaying a huge diversity of linguístic, political and geographical contexts. However, its status differs from context to context (within different contexts). In Europe is the result of Multilinguistic policies within the EU. It is crucial to realize this modification at the level of its use, referring to established approaches in teaching a Language Two (Second Language) and a Foreign language, aplying the cutting edge teaching theories to these so specific and multiple contexts. It's a challenge also to realize how current research within the learning/ teaching of languages applies to cultural diversity of the target audience and adapts to different and complex realities, reflecting on their limitations, conflicts and needs, to the extent that language (s) and culture (s) are linked inevitably one to the other. For these reasons, the following research aims to display the contexts, current policies and learning and teaching approaches in the Portuguese Teaching Abroad in Europe and in Africa, in particular, in the Portuguese Speaking Countries (PALOP), individualizing the learning and teaching of the Portuguese as a second and foreign language in multiple political, geographical and linguistic contexts. We have found that the challenges of different education systems and realities present some differences, but also face similar problems. There is still a long way to go due to the difficulties and many inefficiencies in the implementation of EPE in different contexts.
Today, the portuguese language has a proeminent place in the global world, being one of the five most widely spoken languages, it is spoken by approximately 263 million speakers in the six continents. The projection of about 390 million in 2050 and of about 490 million until 2100 (Atlas da Língua Portuguesa, 2016), suggests a trend towards an increase in the number of speakers. According to the World Internet Statistics (2016) Portuguese is also the fifth most used language on the Internet, with 154.5 million users, ahead of them are English (948.6), Chinese (751.9), Spanish (277.1) and Arabic (168.4). Brazil appears in fourth place with the largest number of Internet users (139.1 million). The importance of Portuguese as a factor of affirmation in the global world nowadays extends to the most diverse domains, as a privileged means of communication, knowledge and culture, assuming an undisputed geostrategic power. The portuguese language has been a language of contact between peoples and civilizations, holding the premise of unity and diversity simultaneously. As a result, it is the official language of eight countries (Portugal, Brazil, Angola, Mozambique, Guinea-Bissau, Cape Verde, São Tomé e Príncipe, East Timor), displaying a huge diversity of linguístic, political and geographical contexts. However, its status differs from context to context (within different contexts). In Europe is the result of Multilinguistic policies within the EU. It is crucial to realize this modification at the level of its use, referring to established approaches in teaching a Language Two (Second Language) and a Foreign language, aplying the cutting edge teaching theories to these so specific and multiple contexts. It's a challenge also to realize how current research within the learning/ teaching of languages applies to cultural diversity of the target audience and adapts to different and complex realities, reflecting on their limitations, conflicts and needs, to the extent that language (s) and culture (s) are linked inevitably one to the other. For these reasons, the following research aims to display the contexts, current policies and learning and teaching approaches in the Portuguese Teaching Abroad in Europe and in Africa, in particular, in the Portuguese Speaking Countries (PALOP), individualizing the learning and teaching of the Portuguese as a second and foreign language in multiple political, geographical and linguistic contexts. We have found that the challenges of different education systems and realities present some differences, but also face similar problems. There is still a long way to go due to the difficulties and many inefficiencies in the implementation of EPE in different contexts.
Descrição
Palavras-chave
Ensino do Português Língua Segunda EPE (Ensino do Português no Estrangeiro) Definição de L1, L2, LE Ensino de português como L2/ LE Política de ensino do PLE/ PL2 no estrangeiro PTA (Portuguese Teaching Abroad) Definition of L1, L2, FL Teaching Portuguese as L2/FL Portuguese Education Policy Abroad PFL/ PL2