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Ensaios da Fundação #1
O Ensino do Português
Em O Ensino do Português salienta-se a existência de uma certa pedagogia encarada como inovadora, mas que, na verdade, se baseia na aplicação de teorias da educação ultrapassadas. Instalada oficialmente no Ensino, desde 2003, reflectiu-se nos curricula, fomentando de forma leviana a rivalidade entre «velho» (o que não é bem-vindo e não tem carácter lúdico) e «novo» (o que é privilegiado por ser recreativo.
- GenresEducationNonfiction
105 pages, Paperback
First published June 1, 2010
3 people are currently reading
53 people want to read
About the author
Maria do Carmo Vieira
8 booksMARIA DO CARMO VIEIRA nasceu em Lisboa em 1952. É licenciada em Filologia Românica e mestre em Literatura de Viagens e professora do Ensino Secundário. Coordenou, com Rui Mário Gonçalves, a publicação de Passo e Fico como o Universo, um livro de pintura de influência pessoana. É também autora de Sobre Fernando Pessoa – Drama em Gente e Percurso Pessoano por Lisboa e de A Arte, Mestra da Vida. Coordenou a fixação do texto de Etiópia Oriental e Vária História de Cousas Notáveis do Oriente de Fr. João dos Santos (Comissão Nacional para as Comemorações dos Descobrimentos Portugueses, 1999). Tem publicado, em jornais diários e semanários, inúmeros artigos sobre o ensino do Português.
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Displaying 1 - 4 of 4 reviews
October 25, 2020
For some years now, Portuguese teaching abroad (EPE) has been decreasing. This decrease translates into the loss of students and, consequently, less need for teachers. If it is intended to preserve the ties of people in the diaspora with Portugal, the learning of the Portuguese language and culture appears essential in the preservation of the Portuguese language and culture, as well as for democracy and citizenship, essential for the second generation, that who may still return to Portugal.
The teaching of Portuguese abroad is one of the special aspects of school education; it is part of the Basic Law of the Educational System. It is aimed at students and students of basic and secondary education living abroad, in two modalities: in an integrated system in the systems educational institutions in the host countries, or on a parallel basis during non-school hours and conjunction with cultural associations of emigrants.
The objectives of EPE are the affirmation and diffusion of the Portuguese language in the world, the dissemination of Portuguese culture and the provision of learning Portuguese language and culture among Portuguese communities. In this context, it is the responsibility of the Portuguese State to ensure the promotion and dissemination of teaching and learning Portuguese as a mother tongue and a non-mother tongue, as a second language and as a foreign language; the promotion and dissemination of the study of Portuguese history, geography and culture; the qualification and dignification of teaching and learning the Portuguese language and culture in the world1.
In 2010, the supervision of this teaching modality passed to the Ministry of Foreign Affairs and to be based at Instituto Camões, IP. At this time, the propagated need for certification of apprenticeships led to the creation of fees, including a frequency fee, also known as a fee, except for cases of insufficiency or economic need. Both are defined by the Ministries of Foreign Affairs and Finance. These fees are revenue of Instituto Camões I.P., an entity that is also responsible for preparing the manuals that have to be purchased.
There would be a lot to say about the first modality, the integrated one, which in most cases is limited to learning the language and ignores the aspect of the culture of origin or does not always guarantee it. In any case, it is almost always assumed by the governments of the host countries, and it follows its path there, without major expenses for Portuguese finances.
The EPE problem arises most frequently in the second modality - the parallel regime. From year to year, it has been decreasing, and the reasons are clear. Tuition fees have become a disincentive to attendance since it burdens the family budget, associated with the cost of manuals edited by the Instituto Camões IP. The teaching component is now weekly, reduced to 90 minutes and in some cases to just 50, which is clearly insufficient to guarantee the objectives of the EPE and allows a considerable number of teachers to be dismissed.
More recently, already in full confinement, caused by the pandemic crisis that we are going through, access to the transmission of “Ensino em Casa”, or access via the Internet, was not guaranteed, despite the calls of parents.
The reasons that have been leading to the decrease in EPE are explained and nothing, not even the exceptional situation caused by the pandemic crisis, has led the Ministries of Foreign Affairs and Finance to suspend the fees and to promote the free of charge of the manuals.
These issues have been raised not only by teachers who witness the wasting of EPE, by citizens and emigrant citizens but also by the Council of Portuguese Communities, which has the competence, among others, to issue opinions on Portuguese education in the foreign.
Thus, the question remains whether the children of Portuguese emigrants are fewer students than Portuguese students. The question remains whether there is a strategic interest in promoting the return of these families, with children already of school age, who were forced to emigrate in very adverse conditions, caused by austerity and troika, and which is the best-prepared generation ever.
Wouldn't it be a little while to reflect that, in the set of measures to encourage the return of this qualified generation, one of them would be the generalization of Portuguese teaching abroad, as a way of maintaining the connection to language, culture and the country?
Source: https://www.esquerda.net/opiniao/ensi...
The teaching of Portuguese abroad is one of the special aspects of school education; it is part of the Basic Law of the Educational System. It is aimed at students and students of basic and secondary education living abroad, in two modalities: in an integrated system in the systems educational institutions in the host countries, or on a parallel basis during non-school hours and conjunction with cultural associations of emigrants.
The objectives of EPE are the affirmation and diffusion of the Portuguese language in the world, the dissemination of Portuguese culture and the provision of learning Portuguese language and culture among Portuguese communities. In this context, it is the responsibility of the Portuguese State to ensure the promotion and dissemination of teaching and learning Portuguese as a mother tongue and a non-mother tongue, as a second language and as a foreign language; the promotion and dissemination of the study of Portuguese history, geography and culture; the qualification and dignification of teaching and learning the Portuguese language and culture in the world1.
In 2010, the supervision of this teaching modality passed to the Ministry of Foreign Affairs and to be based at Instituto Camões, IP. At this time, the propagated need for certification of apprenticeships led to the creation of fees, including a frequency fee, also known as a fee, except for cases of insufficiency or economic need. Both are defined by the Ministries of Foreign Affairs and Finance. These fees are revenue of Instituto Camões I.P., an entity that is also responsible for preparing the manuals that have to be purchased.
There would be a lot to say about the first modality, the integrated one, which in most cases is limited to learning the language and ignores the aspect of the culture of origin or does not always guarantee it. In any case, it is almost always assumed by the governments of the host countries, and it follows its path there, without major expenses for Portuguese finances.
The EPE problem arises most frequently in the second modality - the parallel regime. From year to year, it has been decreasing, and the reasons are clear. Tuition fees have become a disincentive to attendance since it burdens the family budget, associated with the cost of manuals edited by the Instituto Camões IP. The teaching component is now weekly, reduced to 90 minutes and in some cases to just 50, which is clearly insufficient to guarantee the objectives of the EPE and allows a considerable number of teachers to be dismissed.
More recently, already in full confinement, caused by the pandemic crisis that we are going through, access to the transmission of “Ensino em Casa”, or access via the Internet, was not guaranteed, despite the calls of parents.
The reasons that have been leading to the decrease in EPE are explained and nothing, not even the exceptional situation caused by the pandemic crisis, has led the Ministries of Foreign Affairs and Finance to suspend the fees and to promote the free of charge of the manuals.
These issues have been raised not only by teachers who witness the wasting of EPE, by citizens and emigrant citizens but also by the Council of Portuguese Communities, which has the competence, among others, to issue opinions on Portuguese education in the foreign.
Thus, the question remains whether the children of Portuguese emigrants are fewer students than Portuguese students. The question remains whether there is a strategic interest in promoting the return of these families, with children already of school age, who were forced to emigrate in very adverse conditions, caused by austerity and troika, and which is the best-prepared generation ever.
Wouldn't it be a little while to reflect that, in the set of measures to encourage the return of this qualified generation, one of them would be the generalization of Portuguese teaching abroad, as a way of maintaining the connection to language, culture and the country?
Source: https://www.esquerda.net/opiniao/ensi...
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March 23, 2023Bom
This entire review has been hidden because of spoilers.
June 15, 2016
Por € 3,50 compra-se no supermercado um livrinho que diz o óbvio. Pode parecer que não mas faz muita falta dizer o óbvio (embora canse a quantidade de vezes que vai de repeti-lo), dada a quantidade de mentecaptos incapazes de perceber que a neve é branca e que se não torna cor-de-rosa por decreto...
A resposta, desgraçadamente, é ainda mais óbvia:
————
Maria do Carmo Vieira, O Ensino do Português, Fundação Francisco Manuel dos Santos/Relógio d'Água, 2010, p. 97.
Valorizando certamente um dado perfil, surgiu o «Curso de Jogador(a) de Futebol», com equivalência ao 9º ano, promovido pelo Instituto de Emprego e Formação Profissional/Centro de Emprego e Formação Porfissional da Guarda, e iniciado em 2007. De acordo com o folheto, este curso destina-se a jovens entre os 15 e os 25 anos, com 6.º ou 7.º anos de escolaridade, e uma das actividades principais privilegia o saber «Utilizar a imagem pública na construção da carreira e do êxito pessoal, na divulgação da equipa e do clube que representa», alimentando a ilusão de um dia igualarem um dos muitos milionários do futebol, nacionais ou estrangeiros. Nada do que é exposto tem como objectivo a diminuição iliteracia ou o investimento na formação cultural dos candidatos, parecendo tudo resumir-se a «encontros de futebol, execução de exercícios físicos e tácticos, ou treinos de conjunto». Como é possível atribuir a este curso a equivalência ao 9.º ano, se, na realidade não se equivalem?
A resposta, desgraçadamente, é ainda mais óbvia:
Vivemos, sem dúvida, em matéria de Educação e Instrução, no reino do Absurdo, deixando-nos manipular e seduzir por facilidades e contínuas ilusões que nos despojam das nossas próprias capacidades. Assistimos a um discurso do simulacro, que atinge a nossa dignidade humana, consentindo-o irresponsavelmente.
————
Maria do Carmo Vieira, O Ensino do Português, Fundação Francisco Manuel dos Santos/Relógio d'Água, 2010, p. 97.
June 3, 2016
O estado da arte no ensino do Português em Portugal. Concordo com tudo o que está escrito. A secundarização da literatura em detrimento de textos da "vida real" nivela por baixo os nossos alunos.
Um conceito bastante importante abordado neste livro é o de "falso êxito", onde os alunos habituados, sem o saber, à fraca exigência que lhes é imposta, pensam ser grandes alunos quando, muitas vezes não o são. A estes, quando confrontados, com situações mais "complicadas" é conhecida não raras vezes reações amargas à sua incapacidade de lidar com elas; eu que o diga.
Um conceito bastante importante abordado neste livro é o de "falso êxito", onde os alunos habituados, sem o saber, à fraca exigência que lhes é imposta, pensam ser grandes alunos quando, muitas vezes não o são. A estes, quando confrontados, com situações mais "complicadas" é conhecida não raras vezes reações amargas à sua incapacidade de lidar com elas; eu que o diga.
Displaying 1 - 4 of 4 reviews