Bilingual education in mozambique: introduction and pathways
Autor(a) principal: | |
---|---|
Data de Publicação: | 2015 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Working Papers em Lingüística (Online) |
Texto Completo: | https://periodicos.ufsc.br/index.php/workingpapers/article/view/1984-8420.2015v16n2p82 |
Resumo: | http://dx.doi.org/10.5007/1984-8420.2015v16n2p82This article aims to present an overview of the process of implementation of Bilingual Education (BE) in Mozambique. It discusses the paths outlined in this process and some of the problems and challenges involved in it, especially the conflictual interaction between Bantu and Portuguese Languages, considering the socio-cultural context of the country, which is characterized by a linguistic, ethnic and cultural diversity. This work also presents the transitional model, adopted in the process of implementation of BE in Mozambique. It presents some evaluative views about the transitional model as well as about the bilingual education in general. For this study, a literature review was drawn based on previous materials on the subject. Moreover, two interviews with two researchers in the field were conducted, and finally it was also considered the experience of the author of this paper as a Bantu Language speaker and as a Bantu language student. Regarding the theoretical framework, the prospects of Patel (2006), Chambo (2013), Severo (2014), Sitoe (2014), among others, were considered. In conclusion, it was found that scholars and society evaluated positively the implementation of BE, even acknowledging that there still are problems to be solved. They also believed that it is a serious project and an useful way to solve the pedagogical problems in Mozambique educational system. Besides that, it was noted that the bilingual education in Mozambique has increased the inclusion of both languages and speakers, whereas using the languages of individuals in their formal education allows these individuals to use their languages in all instances of their day-to-day life. |
id |
UFSC-28_7ca0b93fc3e28d25ed6465cf3a3b5ec1 |
---|---|
oai_identifier_str |
oai:periodicos.ufsc.br:article/45701 |
network_acronym_str |
UFSC-28 |
network_name_str |
Working Papers em Lingüística (Online) |
repository_id_str |
|
spelling |
Bilingual education in mozambique: introduction and pathwaysEnsino Bilingue em Moçambique: introdução e percursoshttp://dx.doi.org/10.5007/1984-8420.2015v16n2p82This article aims to present an overview of the process of implementation of Bilingual Education (BE) in Mozambique. It discusses the paths outlined in this process and some of the problems and challenges involved in it, especially the conflictual interaction between Bantu and Portuguese Languages, considering the socio-cultural context of the country, which is characterized by a linguistic, ethnic and cultural diversity. This work also presents the transitional model, adopted in the process of implementation of BE in Mozambique. It presents some evaluative views about the transitional model as well as about the bilingual education in general. For this study, a literature review was drawn based on previous materials on the subject. Moreover, two interviews with two researchers in the field were conducted, and finally it was also considered the experience of the author of this paper as a Bantu Language speaker and as a Bantu language student. Regarding the theoretical framework, the prospects of Patel (2006), Chambo (2013), Severo (2014), Sitoe (2014), among others, were considered. In conclusion, it was found that scholars and society evaluated positively the implementation of BE, even acknowledging that there still are problems to be solved. They also believed that it is a serious project and an useful way to solve the pedagogical problems in Mozambique educational system. Besides that, it was noted that the bilingual education in Mozambique has increased the inclusion of both languages and speakers, whereas using the languages of individuals in their formal education allows these individuals to use their languages in all instances of their day-to-day life.O presente artigo objetiva oferecer uma visão geral do processo de introdução do Ensino Bilíngue (EB) em Moçambique. Aborda os percursos traçados nesse processo, e alguns dos problemas e desafios daí decorrentes, sobretudo o convívio conflituoso entre as Línguas Bantu e o Português, tendo em conta o contexto sociocultural do país, caracterizado por uma diversidade linguística, étnica e cultural. O trabalho apresenta também o modelo transicional, que foi adotado por Moçambique no processo de introdução do EB, além de algumas opiniões avaliativas sobre esse modelo, assim como sobre o EB de modo geral. Para o estudo, realizou-se uma pesquisa bibliográfica em materiais anteriores acerca do assunto, duas conversas com dois pesquisadores da área, e, por fim, foi considerada a experiência da própria autora como falante e pesquisadora de uma Língua Bantu (LB). No que respeita ao referencial teórico, o trabalho baseou-se nas perspectivas de Patel (2006), Chambo (2013), Severo (2014), Sitoe (2014), entre outros. Verificou-se que, desde a introdução do EB, acadêmicos e sociedade, embora reconheçam que há ainda problemas por solucionar, avaliam-no positivamente e acreditam ser um projeto sério e capaz de resolver os problemas pedagógicos existentes no sistema de educação de Moçambique (SITOE, 2014). Observou-se também que o Ensino Bilíngue em Moçambique trouxe mais inclusão tanto das línguas como dos sujeitos, seus falantes, pois usar as línguas dos indivíduos na sua educação e na educação de seus filhos permite que esses sujeitos usem suas línguas em outros meios no seu dia a dia.Programa de Pós-Graduação em Linguística da UFSC2015-12-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado por pares"Revisão de literatura, experiência pessoalapplication/pdfhttps://periodicos.ufsc.br/index.php/workingpapers/article/view/1984-8420.2015v16n2p8210.5007/1984-8420.2015v16n2p82Working Papers em Linguística; v. 16 n. 2 (2015): Políticas Linguísticas; 82-1001984-8420reponame:Working Papers em Lingüística (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/workingpapers/article/view/1984-8420.2015v16n2p82/33217Copyright (c) 2016 Working Papers em Lingüísticainfo:eu-repo/semantics/openAccessNhampoca, Ezra Chambal2018-03-22T12:29:59Zoai:periodicos.ufsc.br:article/45701Revistahttp://www.periodicos.ufsc.br/index.php/workingpapersPUBhttps://periodicos.ufsc.br/index.php/workingpapers/oaiizete.lehmkuhl.coelho@ufsc.br||portaldeperiodicos.bu@contato.ufsc.br||1984-84201415-1464opendoar:2018-03-22T12:29:59Working Papers em Lingüística (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Bilingual education in mozambique: introduction and pathways Ensino Bilingue em Moçambique: introdução e percursos |
title |
Bilingual education in mozambique: introduction and pathways |
spellingShingle |
Bilingual education in mozambique: introduction and pathways Nhampoca, Ezra Chambal |
title_short |
Bilingual education in mozambique: introduction and pathways |
title_full |
Bilingual education in mozambique: introduction and pathways |
title_fullStr |
Bilingual education in mozambique: introduction and pathways |
title_full_unstemmed |
Bilingual education in mozambique: introduction and pathways |
title_sort |
Bilingual education in mozambique: introduction and pathways |
author |
Nhampoca, Ezra Chambal |
author_facet |
Nhampoca, Ezra Chambal |
author_role |
author |
dc.contributor.author.fl_str_mv |
Nhampoca, Ezra Chambal |
description |
http://dx.doi.org/10.5007/1984-8420.2015v16n2p82This article aims to present an overview of the process of implementation of Bilingual Education (BE) in Mozambique. It discusses the paths outlined in this process and some of the problems and challenges involved in it, especially the conflictual interaction between Bantu and Portuguese Languages, considering the socio-cultural context of the country, which is characterized by a linguistic, ethnic and cultural diversity. This work also presents the transitional model, adopted in the process of implementation of BE in Mozambique. It presents some evaluative views about the transitional model as well as about the bilingual education in general. For this study, a literature review was drawn based on previous materials on the subject. Moreover, two interviews with two researchers in the field were conducted, and finally it was also considered the experience of the author of this paper as a Bantu Language speaker and as a Bantu language student. Regarding the theoretical framework, the prospects of Patel (2006), Chambo (2013), Severo (2014), Sitoe (2014), among others, were considered. In conclusion, it was found that scholars and society evaluated positively the implementation of BE, even acknowledging that there still are problems to be solved. They also believed that it is a serious project and an useful way to solve the pedagogical problems in Mozambique educational system. Besides that, it was noted that the bilingual education in Mozambique has increased the inclusion of both languages and speakers, whereas using the languages of individuals in their formal education allows these individuals to use their languages in all instances of their day-to-day life. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-12-21 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion "Avaliado por pares" Revisão de literatura, experiência pessoal |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufsc.br/index.php/workingpapers/article/view/1984-8420.2015v16n2p82 10.5007/1984-8420.2015v16n2p82 |
url |
https://periodicos.ufsc.br/index.php/workingpapers/article/view/1984-8420.2015v16n2p82 |
identifier_str_mv |
10.5007/1984-8420.2015v16n2p82 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/workingpapers/article/view/1984-8420.2015v16n2p82/33217 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2016 Working Papers em Lingüística info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2016 Working Papers em Lingüística |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Programa de Pós-Graduação em Linguística da UFSC |
publisher.none.fl_str_mv |
Programa de Pós-Graduação em Linguística da UFSC |
dc.source.none.fl_str_mv |
Working Papers em Linguística; v. 16 n. 2 (2015): Políticas Linguísticas; 82-100 1984-8420 reponame:Working Papers em Lingüística (Online) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Working Papers em Lingüística (Online) |
collection |
Working Papers em Lingüística (Online) |
repository.name.fl_str_mv |
Working Papers em Lingüística (Online) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
izete.lehmkuhl.coelho@ufsc.br||portaldeperiodicos.bu@contato.ufsc.br|| |
_version_ |
1797174773045788672 |