O ensino de Língua Portuguesa em Moçambique: as desigualdades sociolinguísticas, a produção textual e o fracasso escolar

AUTOR(ES)
DATA DE PUBLICAÇÃO

2006

RESUMO

This paper has as study subject the teaching of Portuguese in Mozambique through the perspective of sociolinguistics and textual production differences. Its objective is as well to examine the relationship between the sociolinguistic differences and the reading that help scholar miscarriage; the discussion of violent and exclusion forms that happen in the present educative system is too the aim of this work. The choice of the theme was motivated by many reasons, among them: 1) the language is the vehicle of creation and transmission of culture; 2) human thought is constructed and expressed through the language; 3) educational system has a violent culture and it is excluding and manifest in the scholar curriculum; 4) preliminary knowledge allows the student to understand the world, as well as the revelation and exteriorization of a individual library through language. From this motivation, came the question: How the sociolinguistic differences and the textual production level cause and accentuate the scholar miscarriage in teaching and learning of Portuguese in Mozambique? The hypothesis for the question is related to the violent and excluding culture installed in the curriculum and comes from sociolinguistic differences, and with the reading that pretends to be significant and interpretative. For the achievement of the present discussion, it was adopted a qualitative approach in a dialectical and phenomenological-hermeneutical focuses. It was chosen a theoretical frame that would embody fundaments of Linguistics, Didactics, Psychology, Pedagogy, Sociology of Education and Philosophy. The qualitative approach was concretized in the study of a case of scholar miscarriage in the Escola Secundária Geral Paulo Samuel Kankhoma, combining interview, inquiry and naturalist observation; from this results were collected and permitted to affirm: 1) the educational systems generate their own miscarriage by means of a violent and excluding logic found in the curriculum and that comes from the sociolinguistic differences of the society and of the dimension of reading at school; 2) the educational projects are ambivalent at the unwilling, unconscious and collective level, and their real effects are independent of the intentions of rational will of man; 3) any facts that could justify the scholar ill success and the incompetence for understanding and interpreting statements must be related to the formation of competence in reading, which solution is in the school, where developing of ability and 17 capacity for construction of sense should be looked for and not only the developing of deciphering abilities and capacities. 4) It is possible to create and develop a linguistic-scholar practice that aims the ethical well, the appropriation of science and technique and the construction of a world of welfare, peace, justice and inclusion. This practice demands to accept and to learn to work with the cultural, linguistic and cognitive differences, and must be methodized by demystification and overcome of the prejudices and stereotyped judgments, imputed to the languages and to the dialects in society and school

ASSUNTO(S)

sociolinguistic inequalities desigualdades sociolinguísticas reading leitura fracasso escolar lingua portuguesa lingua portuguesa -- estudo e ensino -- mocambique schooling failure

ACESSO AO ARTIGO

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