Concepções de linguagem de professores de português em Guiné-Bissau
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFLA |
Texto Completo: | http://repositorio.ufla.br/jspui/handle/1/46168 |
Resumo: | According to acounts from Couto and Embaló (2010), Namone and Timbane (2017), Guinea-Bissau is a country that has a set of more than 20 national languages and Portuguese as the unique language of instruction, one of less spoken and known languages among the Bissau guinean people. In this context, the aim of this work is to understand the language conceptions of Portuguese teachers in Guinea-Bissau, as well as to identify the most language theories privileged by them. The theoretical discussion of this work correlates with the concepts of language, grammar, language function based in perspective of the three theories of language, as pointed out by Fuza; Ohuschi and Menegassi (2011); Barcellos (2013); Koch (2015) and Possenti (2012). We also discuss the Systemic-Functional Linguistic Theory (LSF) proposed by Michael A. K. Halliday (1994), since it served to analyze the data and understand the way in which teachers express their practices and beliefs linguistically through their attitudes in the classroom. From this conception, we base our discussions in Santos (2014); Vian Jr. (2012); Oliveira (2014); Farencena and Fuzer (2018); Hood (2019). Regarding to the methodology, this work focuses on qualitative and interpretive research of an ethnographic nature (BORTONI-RICARDO, 2008; GRANDE, 2011; SOUZA; KERBAUY, 2017; PROETTI, 2018). The collaborators of this research were the teachers of public high school from 10th to 12th grade. The methodology also included the collection and discussion / data interpretation through the questionnaires application to the nine teachers residing in Guinea-Bissau. The results of this research demonstrate that the collaborating teachers privilege the conception of language as an expression of taught, the conception that prescribes the norms to be followed, in order to achieve a successful learning (in speech as well as in writing), based on Portuguese teaching-learning. Thus, it is also clear that this research is related to the theory of decoloniality, as it is about proposing teaching that contemplates the local reality of students without having to refer to the language-teaching model established by the educational system of the European colonizer. |
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Concepções de linguagem de professores de português em Guiné-BissauThe language conceptions of portuguese teachers in Guinea-BissauConcepções de linguagemLíngua portuguesa - EnsinoProfessores de portuguêsGuiné-BissauLanguage conceptionsPortuguese teachersGuinea BissauPortuguese language - TeachingLíngua PortuguesaAccording to acounts from Couto and Embaló (2010), Namone and Timbane (2017), Guinea-Bissau is a country that has a set of more than 20 national languages and Portuguese as the unique language of instruction, one of less spoken and known languages among the Bissau guinean people. In this context, the aim of this work is to understand the language conceptions of Portuguese teachers in Guinea-Bissau, as well as to identify the most language theories privileged by them. The theoretical discussion of this work correlates with the concepts of language, grammar, language function based in perspective of the three theories of language, as pointed out by Fuza; Ohuschi and Menegassi (2011); Barcellos (2013); Koch (2015) and Possenti (2012). We also discuss the Systemic-Functional Linguistic Theory (LSF) proposed by Michael A. K. Halliday (1994), since it served to analyze the data and understand the way in which teachers express their practices and beliefs linguistically through their attitudes in the classroom. From this conception, we base our discussions in Santos (2014); Vian Jr. (2012); Oliveira (2014); Farencena and Fuzer (2018); Hood (2019). Regarding to the methodology, this work focuses on qualitative and interpretive research of an ethnographic nature (BORTONI-RICARDO, 2008; GRANDE, 2011; SOUZA; KERBAUY, 2017; PROETTI, 2018). The collaborators of this research were the teachers of public high school from 10th to 12th grade. The methodology also included the collection and discussion / data interpretation through the questionnaires application to the nine teachers residing in Guinea-Bissau. The results of this research demonstrate that the collaborating teachers privilege the conception of language as an expression of taught, the conception that prescribes the norms to be followed, in order to achieve a successful learning (in speech as well as in writing), based on Portuguese teaching-learning. Thus, it is also clear that this research is related to the theory of decoloniality, as it is about proposing teaching that contemplates the local reality of students without having to refer to the language-teaching model established by the educational system of the European colonizer.Conforme os relatos oriundos de Couto e Embaló (2010) e Namone e Timbane (2017), Guiné-Bissau é um país que conta com um conjunto de mais de 20 línguas nacionais e tendo o português como a única língua do ensino, uma das línguas menos falada e conhecida entre o povo guineense. Nesse contexto, o objetivo deste trabalho centra-se em compreender as concepções de linguagem de professores de português de Guiné-Bissau, bem como identificar as concepções de linguagem mais privilegiadas por professores de língua portuguesa. A discussão teórica deste trabalho correlaciona-se aos conceitos de lingua(gem), gramática, função de língua dentro da perspectiva das três concepções de linguagem, conforme apontadas por Fuza; Ohuschi e Menegassi (2011); Barcellos (2013); Koch (2015) e Possenti (2012). Discutimos também a teoria Linguística Sistêmico-Funcional (LSF) de Michael A. K. Halliday (1994), uma vez que serviu para analisar os dados e compreender a maneira como os docentes manifestam linguisticamente as suas práticas através de suas atitudes e suas crenças na aula. Nessa concepção, embasemos as nossas discussões em Santos (2014); Vian Jr. (2012); Oliveira (2014); Farencena e Fuzer (2018); Hood (2019). Em relação à metodologia, este trabalho centra-se na pesquisa qualitativa e interpretativista de natureza etnográfico (BORTONI-RICARDO, 2008; GRANDE, 2011; SOUZA; KERBAUY, 2017; PROETTI, 2018). Os colaboradores desta pesquisa foram os professores de escola pública do ensino médio de 10º a 12º ano. A metodologia também compreendeu a coleta e discussão/interpretação de dados por meio de aplicação de questionários aos nove professores residentes em Guiné-Bissau. Os resultados finais desta pesquisa demonstram que os professores colaboradores privilegiam a concepção da linguagem como expressão do pensamento, a concepção que prescreve as normas que devem ser seguidas, com vista a atingir o êxito na fala assim como na escrita, com base no ensino-aprendizagem do português. Sendo assim, percebe-se, também, que esta pesquisa se relaciona a teoria de decolonialidade, pois se trata de propor o ensino que contemple a realidade local dos alunos sem ter que referenciar no modelo do ensino de língua estabelecido pelo sistema educacional do colonizador europeu.Universidade Federal de LavrasPrograma de Pós-Graduação em LetrasUFLAbrasilDepartamento de Estudos da LinguagemRomero, Tania Regina de SouzaOsório, PauloRomano, Walter PereiraIntipe, Bernardo Alexandre2021-03-25T16:29:38Z2021-03-25T16:29:38Z2021-03-252021-02-18info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfINTIPE, B. A. Concepções de linguagem de professores de português em Guiné-Bissau. 2021. 104 p. Dissertação (Mestrado em Letras) – Universidade Federal de Lavras, Lavras, 2021.http://repositorio.ufla.br/jspui/handle/1/46168porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFLAinstname:Universidade Federal de Lavras (UFLA)instacron:UFLA2021-06-18T17:13:04Zoai:localhost:1/46168Repositório InstitucionalPUBhttp://repositorio.ufla.br/oai/requestnivaldo@ufla.br || repositorio.biblioteca@ufla.bropendoar:2021-06-18T17:13:04Repositório Institucional da UFLA - Universidade Federal de Lavras (UFLA)false |
dc.title.none.fl_str_mv |
Concepções de linguagem de professores de português em Guiné-Bissau The language conceptions of portuguese teachers in Guinea-Bissau |
title |
Concepções de linguagem de professores de português em Guiné-Bissau |
spellingShingle |
Concepções de linguagem de professores de português em Guiné-Bissau Intipe, Bernardo Alexandre Concepções de linguagem Língua portuguesa - Ensino Professores de português Guiné-Bissau Language conceptions Portuguese teachers Guinea Bissau Portuguese language - Teaching Língua Portuguesa |
title_short |
Concepções de linguagem de professores de português em Guiné-Bissau |
title_full |
Concepções de linguagem de professores de português em Guiné-Bissau |
title_fullStr |
Concepções de linguagem de professores de português em Guiné-Bissau |
title_full_unstemmed |
Concepções de linguagem de professores de português em Guiné-Bissau |
title_sort |
Concepções de linguagem de professores de português em Guiné-Bissau |
author |
Intipe, Bernardo Alexandre |
author_facet |
Intipe, Bernardo Alexandre |
author_role |
author |
dc.contributor.none.fl_str_mv |
Romero, Tania Regina de Souza Osório, Paulo Romano, Walter Pereira |
dc.contributor.author.fl_str_mv |
Intipe, Bernardo Alexandre |
dc.subject.por.fl_str_mv |
Concepções de linguagem Língua portuguesa - Ensino Professores de português Guiné-Bissau Language conceptions Portuguese teachers Guinea Bissau Portuguese language - Teaching Língua Portuguesa |
topic |
Concepções de linguagem Língua portuguesa - Ensino Professores de português Guiné-Bissau Language conceptions Portuguese teachers Guinea Bissau Portuguese language - Teaching Língua Portuguesa |
description |
According to acounts from Couto and Embaló (2010), Namone and Timbane (2017), Guinea-Bissau is a country that has a set of more than 20 national languages and Portuguese as the unique language of instruction, one of less spoken and known languages among the Bissau guinean people. In this context, the aim of this work is to understand the language conceptions of Portuguese teachers in Guinea-Bissau, as well as to identify the most language theories privileged by them. The theoretical discussion of this work correlates with the concepts of language, grammar, language function based in perspective of the three theories of language, as pointed out by Fuza; Ohuschi and Menegassi (2011); Barcellos (2013); Koch (2015) and Possenti (2012). We also discuss the Systemic-Functional Linguistic Theory (LSF) proposed by Michael A. K. Halliday (1994), since it served to analyze the data and understand the way in which teachers express their practices and beliefs linguistically through their attitudes in the classroom. From this conception, we base our discussions in Santos (2014); Vian Jr. (2012); Oliveira (2014); Farencena and Fuzer (2018); Hood (2019). Regarding to the methodology, this work focuses on qualitative and interpretive research of an ethnographic nature (BORTONI-RICARDO, 2008; GRANDE, 2011; SOUZA; KERBAUY, 2017; PROETTI, 2018). The collaborators of this research were the teachers of public high school from 10th to 12th grade. The methodology also included the collection and discussion / data interpretation through the questionnaires application to the nine teachers residing in Guinea-Bissau. The results of this research demonstrate that the collaborating teachers privilege the conception of language as an expression of taught, the conception that prescribes the norms to be followed, in order to achieve a successful learning (in speech as well as in writing), based on Portuguese teaching-learning. Thus, it is also clear that this research is related to the theory of decoloniality, as it is about proposing teaching that contemplates the local reality of students without having to refer to the language-teaching model established by the educational system of the European colonizer. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-03-25T16:29:38Z 2021-03-25T16:29:38Z 2021-03-25 2021-02-18 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
INTIPE, B. A. Concepções de linguagem de professores de português em Guiné-Bissau. 2021. 104 p. Dissertação (Mestrado em Letras) – Universidade Federal de Lavras, Lavras, 2021. http://repositorio.ufla.br/jspui/handle/1/46168 |
identifier_str_mv |
INTIPE, B. A. Concepções de linguagem de professores de português em Guiné-Bissau. 2021. 104 p. Dissertação (Mestrado em Letras) – Universidade Federal de Lavras, Lavras, 2021. |
url |
http://repositorio.ufla.br/jspui/handle/1/46168 |
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Universidade Federal de Lavras Programa de Pós-Graduação em Letras UFLA brasil Departamento de Estudos da Linguagem |
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Universidade Federal de Lavras Programa de Pós-Graduação em Letras UFLA brasil Departamento de Estudos da Linguagem |
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Universidade Federal de Lavras (UFLA) |
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Repositório Institucional da UFLA |
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Repositório Institucional da UFLA - Universidade Federal de Lavras (UFLA) |
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nivaldo@ufla.br || repositorio.biblioteca@ufla.br |
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