The Celpe-Bras proficiency test and the teaching of Portuguese to candidates to the Student Program-Undergraduate Convention (PEC-G): language policy mechanism in action
Autor(a) principal: | |
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Data de Publicação: | 2021 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Scripta |
Texto Completo: | http://periodicos.pucminas.br/index.php/scripta/article/view/25706 |
Resumo: | This article aims to discuss how the Celpe-Bras exam acts as a language policy mechanism for teachers of a Portuguese language course for applicants to the Student Program-Undergraduate Convention (PEC-G). Shohamy’s (2006; 2007; 2009) theoretical notion of language policy mechanisms supports the discussion of data generated in semi-structured interviews. The analysis of textual materiality was based on the analysis of thematic content, lexical selection and argumentative elements according to Koch (2000; 2011). The conclusion is that Celpe-Bras acts as a language policy mechanism for teachers by transforming ideologies into teaching practices of what (content) and how (methodology) to teach. Specifically, the test acts on three axes of teaching practice: in planning classes, in teaching classes and in assessing students’ compositions. The PEC-G official language policy establishes Celpe-Bras as a requirement for admission to Brazilian higher education institutions. However, it does not provide guidelines for curriculum, teacher training, teaching material or other aspects of education. There are prerogatives and charges arising from being in a context guided by a highly relevant exam, as is the Celpe-Bras for the participants. Teaching programs and teachers themselves enjoy a high degree of agency to create local language policies aimed at addressing points not covered by official or higher provisions. At the same time, they must deal with a possible climate of conflict emerging because of diverse ideologies and practices regarding the exam, as a result of the freedom to create local language policies responsive to the context. |
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The Celpe-Bras proficiency test and the teaching of Portuguese to candidates to the Student Program-Undergraduate Convention (PEC-G): language policy mechanism in actionO exame Celpe-Bras e o ensino de português em um curso para candidatos ao PEC-G: mecanismo de política linguística em açãoCelpe-BrasPEC-GMechanismLanguage policyPortuguese for speakers of other languagesCelpe-BrasPEC-GMecanismoPolítica linguísticaPortuguês para falantes de outras línguasThis article aims to discuss how the Celpe-Bras exam acts as a language policy mechanism for teachers of a Portuguese language course for applicants to the Student Program-Undergraduate Convention (PEC-G). Shohamy’s (2006; 2007; 2009) theoretical notion of language policy mechanisms supports the discussion of data generated in semi-structured interviews. The analysis of textual materiality was based on the analysis of thematic content, lexical selection and argumentative elements according to Koch (2000; 2011). The conclusion is that Celpe-Bras acts as a language policy mechanism for teachers by transforming ideologies into teaching practices of what (content) and how (methodology) to teach. Specifically, the test acts on three axes of teaching practice: in planning classes, in teaching classes and in assessing students’ compositions. The PEC-G official language policy establishes Celpe-Bras as a requirement for admission to Brazilian higher education institutions. However, it does not provide guidelines for curriculum, teacher training, teaching material or other aspects of education. There are prerogatives and charges arising from being in a context guided by a highly relevant exam, as is the Celpe-Bras for the participants. Teaching programs and teachers themselves enjoy a high degree of agency to create local language policies aimed at addressing points not covered by official or higher provisions. At the same time, they must deal with a possible climate of conflict emerging because of diverse ideologies and practices regarding the exam, as a result of the freedom to create local language policies responsive to the context.O objetivo do artigo é discutir como o exame Celpe-Bras atua como mecanismo de política linguística para professoras de um curso de português para candidatos ao Programa de Estudantes-Convênio de Graduação (PEC-G). A noção teórica de mecanismos de política linguística de Shohamy (2006; 2007; 2009) embasa a discussão dos dados gerados em entrevistas semiestruturadas. A análise da materialidade textual baseou-se na análise do conteúdo temático, da seleção lexical e dos elementos argumentativos segundo Koch (2000; 2011). A conclusão é que o Celpe-Bras atua como mecanismo de política linguística para as professoras ao transformar ideologias em práticas de ensino do que (conteúdo) e como (metodologia) ensinar. Especificamente, o exame atua sobre três eixos da prática docente: no planejamento de aulas, na metodologia de ministração de aulas e na avaliação de produções textuais dos alunos. A política linguística oficial do PEC-G estabelece o Celpe-Bras como requisito para o ingresso em Instituições de Ensino Superior (IES) brasileiras, mas não dispõe sobre currículo, formação de professores, material didático ou outros aspectos do ensino. Há prerrogativas e encargos decorrentes da atuação em contexto pautado por um exame de alta relevância, como é o Celpe-Bras para os participantes. Os programas de ensino e os próprios professores gozam de um alto grau de liberdade para criar políticas linguísticas locais visando a endereçar os pontos não cobertos por disposições oficiais ou superiores. Ao mesmo tempo, devem lidar com um possível clima de conflito emergente entre diversas ideologias e práticas quanto ao exame, decorrente da própria liberdade de criação de políticas linguísticas locais responsivas ao contexto.PUC Minas2021-06-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.pucminas.br/index.php/scripta/article/view/2570610.5752/P.2358-3428.2021v25n53p395-430Scripta; Vol 25 No 53 (2021): O Ensino de Português Língua não materna: epistemologia e metodologia; 395-430Scripta; v. 25 n. 53 (2021): O Ensino de Português Língua não materna: epistemologia e metodologia; 395-4302358-34281516-4039reponame:Revista Scriptainstname:Pontifícia Universidade Católica de Minas Gerais (PUC Minas)instacron:PUC_MINSporhttp://periodicos.pucminas.br/index.php/scripta/article/view/25706/18335Copyright (c) 2021 Editora PUC Minashttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessDionísio, Cynthia Israelly BarbalhoSousa, Socorro Cláudia Tavares de2022-02-17T06:28:44Zoai:ojs.pkp.sfu.ca:article/25706Revistahttp://periodicos.pucminas.br/index.php/scripta/userhttp://periodicos.pucminas.br/index.php/scripta/oai||cespuc@pucminas.br2358-34281516-4039opendoar:2022-02-17T06:28:44Revista Scripta - Pontifícia Universidade Católica de Minas Gerais (PUC Minas)false |
dc.title.none.fl_str_mv |
The Celpe-Bras proficiency test and the teaching of Portuguese to candidates to the Student Program-Undergraduate Convention (PEC-G): language policy mechanism in action O exame Celpe-Bras e o ensino de português em um curso para candidatos ao PEC-G: mecanismo de política linguística em ação |
title |
The Celpe-Bras proficiency test and the teaching of Portuguese to candidates to the Student Program-Undergraduate Convention (PEC-G): language policy mechanism in action |
spellingShingle |
The Celpe-Bras proficiency test and the teaching of Portuguese to candidates to the Student Program-Undergraduate Convention (PEC-G): language policy mechanism in action Dionísio, Cynthia Israelly Barbalho Celpe-Bras PEC-G Mechanism Language policy Portuguese for speakers of other languages Celpe-Bras PEC-G Mecanismo Política linguística Português para falantes de outras línguas |
title_short |
The Celpe-Bras proficiency test and the teaching of Portuguese to candidates to the Student Program-Undergraduate Convention (PEC-G): language policy mechanism in action |
title_full |
The Celpe-Bras proficiency test and the teaching of Portuguese to candidates to the Student Program-Undergraduate Convention (PEC-G): language policy mechanism in action |
title_fullStr |
The Celpe-Bras proficiency test and the teaching of Portuguese to candidates to the Student Program-Undergraduate Convention (PEC-G): language policy mechanism in action |
title_full_unstemmed |
The Celpe-Bras proficiency test and the teaching of Portuguese to candidates to the Student Program-Undergraduate Convention (PEC-G): language policy mechanism in action |
title_sort |
The Celpe-Bras proficiency test and the teaching of Portuguese to candidates to the Student Program-Undergraduate Convention (PEC-G): language policy mechanism in action |
author |
Dionísio, Cynthia Israelly Barbalho |
author_facet |
Dionísio, Cynthia Israelly Barbalho Sousa, Socorro Cláudia Tavares de |
author_role |
author |
author2 |
Sousa, Socorro Cláudia Tavares de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Dionísio, Cynthia Israelly Barbalho Sousa, Socorro Cláudia Tavares de |
dc.subject.por.fl_str_mv |
Celpe-Bras PEC-G Mechanism Language policy Portuguese for speakers of other languages Celpe-Bras PEC-G Mecanismo Política linguística Português para falantes de outras línguas |
topic |
Celpe-Bras PEC-G Mechanism Language policy Portuguese for speakers of other languages Celpe-Bras PEC-G Mecanismo Política linguística Português para falantes de outras línguas |
description |
This article aims to discuss how the Celpe-Bras exam acts as a language policy mechanism for teachers of a Portuguese language course for applicants to the Student Program-Undergraduate Convention (PEC-G). Shohamy’s (2006; 2007; 2009) theoretical notion of language policy mechanisms supports the discussion of data generated in semi-structured interviews. The analysis of textual materiality was based on the analysis of thematic content, lexical selection and argumentative elements according to Koch (2000; 2011). The conclusion is that Celpe-Bras acts as a language policy mechanism for teachers by transforming ideologies into teaching practices of what (content) and how (methodology) to teach. Specifically, the test acts on three axes of teaching practice: in planning classes, in teaching classes and in assessing students’ compositions. The PEC-G official language policy establishes Celpe-Bras as a requirement for admission to Brazilian higher education institutions. However, it does not provide guidelines for curriculum, teacher training, teaching material or other aspects of education. There are prerogatives and charges arising from being in a context guided by a highly relevant exam, as is the Celpe-Bras for the participants. Teaching programs and teachers themselves enjoy a high degree of agency to create local language policies aimed at addressing points not covered by official or higher provisions. At the same time, they must deal with a possible climate of conflict emerging because of diverse ideologies and practices regarding the exam, as a result of the freedom to create local language policies responsive to the context. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-06-29 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://periodicos.pucminas.br/index.php/scripta/article/view/25706 10.5752/P.2358-3428.2021v25n53p395-430 |
url |
http://periodicos.pucminas.br/index.php/scripta/article/view/25706 |
identifier_str_mv |
10.5752/P.2358-3428.2021v25n53p395-430 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
http://periodicos.pucminas.br/index.php/scripta/article/view/25706/18335 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Editora PUC Minas http://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Editora PUC Minas http://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
PUC Minas |
publisher.none.fl_str_mv |
PUC Minas |
dc.source.none.fl_str_mv |
Scripta; Vol 25 No 53 (2021): O Ensino de Português Língua não materna: epistemologia e metodologia; 395-430 Scripta; v. 25 n. 53 (2021): O Ensino de Português Língua não materna: epistemologia e metodologia; 395-430 2358-3428 1516-4039 reponame:Revista Scripta instname:Pontifícia Universidade Católica de Minas Gerais (PUC Minas) instacron:PUC_MINS |
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Pontifícia Universidade Católica de Minas Gerais (PUC Minas) |
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PUC_MINS |
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PUC_MINS |
reponame_str |
Revista Scripta |
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Revista Scripta |
repository.name.fl_str_mv |
Revista Scripta - Pontifícia Universidade Católica de Minas Gerais (PUC Minas) |
repository.mail.fl_str_mv |
||cespuc@pucminas.br |
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1798329531839283200 |