The portuguese as a second language in the national curriculum: Trajectory of an education policy
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34624/id.v13i3.25512 |
Resumo: | The increase in migratory flows has translated into a significant increase in linguistic and cultural diversity in schools, where the number of students for whom Portuguese is not their mother tongue. In this context, the total or partial lack of knowledge of the language proves to be a barrier for the development of interpersonal relationships and for the access to the program contents. This article aims to observe the trajectory of an educational policy - the introduction of the Portuguese as a second language in the national curriculum - in the frame of the analysis of public policies. For this purpose, a qualitative-interpretative methodology was applied, based on the study of factual information (government programs, legislative acts and works and reports from various institutions), supported by the Policy Cycle and the Multiple Streams Framework. The analysis carried out allowed the systematization of the entire process of the policy in question. As for the results achieved in the different stages of the political cycle, these point to the occurrence of changes in the policy, resulting from government options associated with the curricular restructuring undertaken. The impact assessment of the existing and the changes introduced recently allow us to infer that the objectives established have helped to minimize the problem, but not to solve it. |
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The portuguese as a second language in the national curriculum: Trajectory of an education policyO Português Língua Não Materna no currículo nacional: Trajetória de uma política educativaThe increase in migratory flows has translated into a significant increase in linguistic and cultural diversity in schools, where the number of students for whom Portuguese is not their mother tongue. In this context, the total or partial lack of knowledge of the language proves to be a barrier for the development of interpersonal relationships and for the access to the program contents. This article aims to observe the trajectory of an educational policy - the introduction of the Portuguese as a second language in the national curriculum - in the frame of the analysis of public policies. For this purpose, a qualitative-interpretative methodology was applied, based on the study of factual information (government programs, legislative acts and works and reports from various institutions), supported by the Policy Cycle and the Multiple Streams Framework. The analysis carried out allowed the systematization of the entire process of the policy in question. As for the results achieved in the different stages of the political cycle, these point to the occurrence of changes in the policy, resulting from government options associated with the curricular restructuring undertaken. The impact assessment of the existing and the changes introduced recently allow us to infer that the objectives established have helped to minimize the problem, but not to solve it.L’amplification des flux migratoires s’est traduite par une augmentation significative de la diversité linguistique et culturelle dans les écoles, où l’on constate un accroissement du nombre d’élèves pour qui le portugais n’est pas la langue maternelle. Dans ce contexte, la méconnaissance totale ou partielle de la langue s’avère être une barrière à la fois pour le développement des relations interpersonnelles et pour l’accès au contenu des programmes. Cet article vise à observer la trajectoire d’une politique éducative - l’introduction du Portugais langue seconde dans le curriculum national - dans le cadre de l’analyse des politiques publiques. À cette fin, une méthodologie qualitative-interprétative a été appliquée, basée sur l’étude d’informations factuelles (programmes gouvernementaux, actes législatifs et travaux et rapports de diverses institutions), soutenue par l’Approche Séquentielle et le Modèle des Flux Multiples. L’analyse effectuée a permis de systématiser l’ensemble du processus de la politique en question. Quant aux résultats obtenus aux différentes étapes du cycle politique, ils témoignent de la survenance d’évolutions des politiques, dues aux options gouvernementales associées aux successives restructurations du curriculum. En revanche, l’évaluation de l’impact et les modifications introduites récemment, permettent de déduire que les objectifs fixés ont permis, à ce stade, de minimiser le problème, mais pas de le résoudre.A intensificação dos fluxos migratórios traduziu-se num acréscimo significativo da diversidade linguística e cultural nas escolas, onde se assiste a um aumento do número de alunos para quem o Português não é língua materna. Neste contexto, o desconhecimento total ou parcial da língua revela-se uma barreira tanto para o desenvolvimento das relações interpessoais como para o acesso aos conteúdos programáticos. Este artigo tem como propósito observar a trajetória de uma política educativa – a introdução do Português Língua Não Materna no currículo nacional – no âmbito da análise de políticas públicas. Para o efeito, foi aplicada uma metodologia qualitativa-interpretativa, assente no estudo de informação factual (programas dos governos, atos legislativos e trabalhos e relatórios de várias instituições), com o suporte do Modelo das Etapas e do modelo Metáfora dos Fluxos Múltiplos. A análise efetuada permitiu sistematizar todo o processo da política em apreço. Quanto aos resultados alcançados nos diferentes estádios do ciclo político, estes apontam para a ocorrência de alterações na medida, decorrentes de opções governativas associadas às reestruturações curriculares empreendidas. Já a avaliação de impacto e as modificações concretizadas recentemente permitem inferir que os objetivos delineados têm contribuído para minimizar o problema, mas não para o suprir.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2021-07-28info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v13i3.25512https://doi.org/10.34624/id.v13i3.25512Indagatio Didactica; Vol 13 No 3 (2021); 77-94Indagatio Didactica; Vol. 13 Núm. 3 (2021); 77-94Indagatio Didactica; Vol. 13 No 3 (2021); 77-94Indagatio Didactica; vol. 13 n.º 3 (2021); 77-941647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/25512https://proa.ua.pt/index.php/id/article/view/25512/18384http://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessAlbino, Susete2023-09-22T10:19:13Zoai:proa.ua.pt:article/25512Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:30.143896Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The portuguese as a second language in the national curriculum: Trajectory of an education policy O Português Língua Não Materna no currículo nacional: Trajetória de uma política educativa |
title |
The portuguese as a second language in the national curriculum: Trajectory of an education policy |
spellingShingle |
The portuguese as a second language in the national curriculum: Trajectory of an education policy Albino, Susete |
title_short |
The portuguese as a second language in the national curriculum: Trajectory of an education policy |
title_full |
The portuguese as a second language in the national curriculum: Trajectory of an education policy |
title_fullStr |
The portuguese as a second language in the national curriculum: Trajectory of an education policy |
title_full_unstemmed |
The portuguese as a second language in the national curriculum: Trajectory of an education policy |
title_sort |
The portuguese as a second language in the national curriculum: Trajectory of an education policy |
author |
Albino, Susete |
author_facet |
Albino, Susete |
author_role |
author |
dc.contributor.author.fl_str_mv |
Albino, Susete |
description |
The increase in migratory flows has translated into a significant increase in linguistic and cultural diversity in schools, where the number of students for whom Portuguese is not their mother tongue. In this context, the total or partial lack of knowledge of the language proves to be a barrier for the development of interpersonal relationships and for the access to the program contents. This article aims to observe the trajectory of an educational policy - the introduction of the Portuguese as a second language in the national curriculum - in the frame of the analysis of public policies. For this purpose, a qualitative-interpretative methodology was applied, based on the study of factual information (government programs, legislative acts and works and reports from various institutions), supported by the Policy Cycle and the Multiple Streams Framework. The analysis carried out allowed the systematization of the entire process of the policy in question. As for the results achieved in the different stages of the political cycle, these point to the occurrence of changes in the policy, resulting from government options associated with the curricular restructuring undertaken. The impact assessment of the existing and the changes introduced recently allow us to infer that the objectives established have helped to minimize the problem, but not to solve it. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-07-28 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34624/id.v13i3.25512 https://doi.org/10.34624/id.v13i3.25512 |
url |
https://doi.org/10.34624/id.v13i3.25512 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/25512 https://proa.ua.pt/index.php/id/article/view/25512/18384 |
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http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
dc.source.none.fl_str_mv |
Indagatio Didactica; Vol 13 No 3 (2021); 77-94 Indagatio Didactica; Vol. 13 Núm. 3 (2021); 77-94 Indagatio Didactica; Vol. 13 No 3 (2021); 77-94 Indagatio Didactica; vol. 13 n.º 3 (2021); 77-94 1647-3582 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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