Portuguese language in East Timor: writing and authorship
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Entretextos |
Texto Completo: | https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/29085 |
Resumo: | Since 2002, Portuguese has become an official language and has been used in education in East Timor, together with Tetum. Nowadays, Portuguese has been reintroduced in this country by means of initiatives which most often involve changes in school curricula and teacher education. In our experience in the education of teachers and prospective basic education teachers, the greatest challenge posed by Portuguese is to learn how to write it. For this reason, the aim of the present work is to analyze the difficulties faced by senior students when writing their undergraduate thesis for completion of the Primary Education degree program at the National University of East Timor (UNTL). The utterances produced by 27 students were analyzed, using Mikhail Bakhtin’s theory of dialogism as a reference. The concepts of chronotope and intonation were particularly used as categories of analysis. Our analysis has shown that most participants in this research consider the Portuguese language as the major obstacle to writing their undergraduate thesis. However, despite this difficulty, they appreciate the requirement of writing academic works in Portuguese. Moreover, their answers refer to the relationship between mastery of language and argumentative capacity and point to the fact that subjects find it difficult to feel like author-as-creator (in the sense of the term as coined by Bakhtin) of their written production in a non-native language. |
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Portuguese language in East Timor: writing and authorshipLengua portuguesa en Timor Leste: escritura y autoríaLíngua Portuguesa no Timor-Leste: escrita e autoriaTeacher educationWritingPortuguese languageEast TimorFormação de ProfessoresEscritaLíngua PortuguesaTimor-LesteSince 2002, Portuguese has become an official language and has been used in education in East Timor, together with Tetum. Nowadays, Portuguese has been reintroduced in this country by means of initiatives which most often involve changes in school curricula and teacher education. In our experience in the education of teachers and prospective basic education teachers, the greatest challenge posed by Portuguese is to learn how to write it. For this reason, the aim of the present work is to analyze the difficulties faced by senior students when writing their undergraduate thesis for completion of the Primary Education degree program at the National University of East Timor (UNTL). The utterances produced by 27 students were analyzed, using Mikhail Bakhtin’s theory of dialogism as a reference. The concepts of chronotope and intonation were particularly used as categories of analysis. Our analysis has shown that most participants in this research consider the Portuguese language as the major obstacle to writing their undergraduate thesis. However, despite this difficulty, they appreciate the requirement of writing academic works in Portuguese. Moreover, their answers refer to the relationship between mastery of language and argumentative capacity and point to the fact that subjects find it difficult to feel like author-as-creator (in the sense of the term as coined by Bakhtin) of their written production in a non-native language.Desde 2002, el portugués se ha convertido en un idioma oficial y ha sido utilizado en la educación en Timor Leste, junto con Tetum. Hoy en día, el portugués fue reintroducido en este país por medio de iniciativas que a menudo implican cambios en el currículo escolar y la formación docente. En nuestra experiencia en la educación de maestros y futuros maestros de educación básica, el mayor desafío que plantea el portugués es para aprender a escribirlo. Por esta razón, el objetivo del presente trabajo es analizar las dificultades que enfrentan los estudiantes de último año a escribir su tesis de pregrado para completar el programa de grado de Educación Primaria en la Universidad Nacional de Timor Leste (UNTL). Se analizaron las respuesdas dadas por los 27 estudiantes, utilizando la teoría del dialogismo de Mikhail Bakhtin como referencia. Los conceptos de cronotopo y la entonación se usaron particularmente como categorías de análisis. Nuestro análisis ha demostrado que la mayoría de los participantes en esta investigación consideran que el idioma portugués es el principal obstáculo para escribir su tesis de pregrado. Sin embargo, a pesar de esta dificultad, apreciar el requisito de escribir trabajos académicos en portugués. Además, las respuestas se refieren a la relación entre el dominio del lenguaje y la capacidad de argumentación y señalan que a los sujetos les resulta difícil sentirse autor-como-creador (en el sentido del término acuñado por Bakhtin) de su producción escrita en lengua materna.A língua portuguesa, a partir de 2002, passou a configurar como língua oficial e de instrução em Timor-Leste, juntamente com a língua tétum. Atualmente a língua portuguesa está sendo reintroduzida no país, com ações que recaem, sobretudo, em mudanças nos currículos escolares e na formação docente. A experiência com a formação de professores e futuros professores do ensino básico de Timor-Leste permitiu-nos observar que entre as dificuldades que esses sujeitos apresentam no que diz respeito à língua portuguesa a produção de textos ocupa lugar de destaque. Tendo em vista esse contexto, neste trabalho, analisamos as dificuldades com a produção e escrita da monografia em língua portuguesa de alunos concluintes do curso de Formação de Professores do Ensino Básico da Universidade Nacional de Timor Lorosa'e (UNTL). A análise dos enunciados de 27 alunos/as foi realizada tendo como referência a teoria do dialogismo de Mikhail Bakhtin, ressaltando, como categorias para análise, os conceitos de cronotopo e entonação (BAKHTIN, 2011). Com base na análise empreendida podemos afirmar que a grande maioria dos sujeitos integrantes desta pesquisa aponta a língua portuguesa como maior obstáculo para a escrita da monografia. Contudo, apesar dessa dificuldade, valora positivamente a obrigatoriedade da escrita desse gênero em português. Além disso, suas respostas conduzem à relação entre o domínio da linguagem e a capacidade de argumentação e sinalizam a dificuldade do sujeito sentir-se autor-criador, na acepção que confere Bakhtin a esse termo, de sua produção escrita em uma língua não materna.Universidade Estadual de Londrina2019-03-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionFormación del profesorado; Escritura; Lengua portuguesa; Timor Lesteapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/2908510.5433/1519-5392.2018v18n1p31Entretextos; v. 18 n. 1 (2018); 31 - 522764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/29085/25132Copyright (c) 2018 Entretextosinfo:eu-repo/semantics/openAccessGuimarães, Joice Eloi2021-02-08T16:01:16Zoai:ojs.pkp.sfu.ca:article/29085Revistahttps://www.uel.br/revistas/uel/index.php/entretextosPUBhttps://www.uel.br/revistas/uel/index.php/entretextos/oai||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br1519-53922764-0809opendoar:2021-02-08T16:01:16Revista Entretextos - Universidade Estadual de Londrina (UEL)false |
dc.title.none.fl_str_mv |
Portuguese language in East Timor: writing and authorship Lengua portuguesa en Timor Leste: escritura y autoría Língua Portuguesa no Timor-Leste: escrita e autoria |
title |
Portuguese language in East Timor: writing and authorship |
spellingShingle |
Portuguese language in East Timor: writing and authorship Guimarães, Joice Eloi Teacher education Writing Portuguese language East Timor Formação de Professores Escrita Língua Portuguesa Timor-Leste |
title_short |
Portuguese language in East Timor: writing and authorship |
title_full |
Portuguese language in East Timor: writing and authorship |
title_fullStr |
Portuguese language in East Timor: writing and authorship |
title_full_unstemmed |
Portuguese language in East Timor: writing and authorship |
title_sort |
Portuguese language in East Timor: writing and authorship |
author |
Guimarães, Joice Eloi |
author_facet |
Guimarães, Joice Eloi |
author_role |
author |
dc.contributor.author.fl_str_mv |
Guimarães, Joice Eloi |
dc.subject.por.fl_str_mv |
Teacher education Writing Portuguese language East Timor Formação de Professores Escrita Língua Portuguesa Timor-Leste |
topic |
Teacher education Writing Portuguese language East Timor Formação de Professores Escrita Língua Portuguesa Timor-Leste |
description |
Since 2002, Portuguese has become an official language and has been used in education in East Timor, together with Tetum. Nowadays, Portuguese has been reintroduced in this country by means of initiatives which most often involve changes in school curricula and teacher education. In our experience in the education of teachers and prospective basic education teachers, the greatest challenge posed by Portuguese is to learn how to write it. For this reason, the aim of the present work is to analyze the difficulties faced by senior students when writing their undergraduate thesis for completion of the Primary Education degree program at the National University of East Timor (UNTL). The utterances produced by 27 students were analyzed, using Mikhail Bakhtin’s theory of dialogism as a reference. The concepts of chronotope and intonation were particularly used as categories of analysis. Our analysis has shown that most participants in this research consider the Portuguese language as the major obstacle to writing their undergraduate thesis. However, despite this difficulty, they appreciate the requirement of writing academic works in Portuguese. Moreover, their answers refer to the relationship between mastery of language and argumentative capacity and point to the fact that subjects find it difficult to feel like author-as-creator (in the sense of the term as coined by Bakhtin) of their written production in a non-native language. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-03-11 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Formación del profesorado; Escritura; Lengua portuguesa; Timor Leste |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/29085 10.5433/1519-5392.2018v18n1p31 |
url |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/29085 |
identifier_str_mv |
10.5433/1519-5392.2018v18n1p31 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/29085/25132 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Entretextos info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Entretextos |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Londrina |
publisher.none.fl_str_mv |
Universidade Estadual de Londrina |
dc.source.none.fl_str_mv |
Entretextos; v. 18 n. 1 (2018); 31 - 52 2764-0809 1519-5392 reponame:Revista Entretextos instname:Universidade Estadual de Londrina (UEL) instacron:UEL |
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Universidade Estadual de Londrina (UEL) |
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UEL |
institution |
UEL |
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Revista Entretextos |
collection |
Revista Entretextos |
repository.name.fl_str_mv |
Revista Entretextos - Universidade Estadual de Londrina (UEL) |
repository.mail.fl_str_mv |
||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br |
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