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Os centros de aprendizagem e formação escolar no sistema educativo de Timor-Leste
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Orientador(es)
Resumo(s)
É inegável a correlação entre a educação e o crescimento económico de um país,
pelo que uma nação em vias de desenvolvimento, como é o caso da República
Democrática de Timor-Leste, deve apostar profundamente na educação e formação dos
seus cidadãos. Timor-Leste tornou-se independente num contexto político e histórico
bastante particular, onde a globalização se começava a instalar como paradigma mundial
vigente, e onde as nações tinham os olhos cada vez mais postos no exterior do que no
local. Tal realidade exige que o Estado timorense desenvolva novas formas de atuação e
um novo olhar sobre as políticas públicas a produzir. Atualmente, a educação em Timor-
Leste encontra-se em fase de desenvolvimento. O Ministério da Educação, juntamente
com algumas entidades internacionais, com que faz parceria, procura dar respostas aos
desafios colocados por uma educação global de qualidade, num país com 22 anos de
independência. Neste sentido, as Políticas Públicas de Educação aparecem como
determinantes para colocar em prática medidas e estratégias que garantam o acesso por
parte de todos os cidadãos a uma educação de qualidade. Um dos projetos mais relevantes,
emergido das políticas públicas no âmbito da educação atualmente em vigor em Timor-
Leste é o Projeto CAFE, um projeto bilateral entre o governo português e o governo
timorense, que tem como objetivo central a melhoria da qualidade do ensino e a promoção
da língua portuguesa em Timor-Leste. Deste modo, o objetivo da presente investigação é
analisar os conceitos das políticas públicas de educação, que têm influência na
qualificação da educação em Timor-Leste, recorrendo para tal ao estudo do Projeto
CAFE. Com essa finalidade, vai ser desenvolvido um estudo de caso, tendo como base o
paradigma qualitativo da investigação. Para isso, será feita uma entrevista
semiestruturada a professores, alunos, pais e outros atores educacionais de relevo, acerca
da aplicabilidade deste Projeto, assim como vai ser realizada uma pesquisa bibliográfica
e documental acerca das políticas públicas educacionais timorenses, com especial
destaque para o desenvolvimento do Projeto CAFE. Os resultados irão permitir identificar
os pontos fortes e os pontos menos conseguidos deste projeto, propondo-se ações de
mudança no sentido de fomentar a qualidade educacional da língua portuguesa em Timor-
Leste, através de políticas públicas mais adequadas e contextualizadas.
It is undeniable the correlation between education and the economic growth of a country, so a developing nation, as is the case of the Democratic Republic of Timor-Leste, must invest heavily in the education and training of its citizens. Timor-Leste became independent in a very particular political and historical context, where globalization was starting to be installed as the current world paradigm, and where nations had their eyes increasingly focused on the outside rather than on the local. This reality requires the Timorese State to develop new ways of acting and a new look on the public policies to be produced. Currently, education in East-Timor is in a development phase, where the Ministry of Education together with some international entities with which it has a partnership, seeks to give answers to the challenges posed by a global education of quality in a country with little more than 20 years of independence. In this sense, Public Policies of Education appear as determinants to put into practice measures and strategies that guarantee the access of all citizens to a quality education. One of the most relevant public policies in the scope of education currently in force in East-Timor is Project CAFE, a bilateral project between the Portuguese and Timorese governments that has as its main objective the improvement of teaching quality and the promotion of the Portuguese language in East-Timor. Thus, the aim of this research is to analyze the concept of Public Policies of Education have for the qualification of education in Timor-Leste, using the study of Project CAFE. To this end, a case study will be developed based on the qualitative paradigm of research, where a semi-structured interview will be applied to teachers, students, parents and other relevant educational actors about the applicability of this Project, as well as a bibliographic and documentary research about the Timorese educational public policies with special emphasis on the development of the CAFE Project. The results will allow us to identify the strong and weak points of this project, proposing actions of change to promote the educational quality of Portuguese in Timor- Leste through more adequate and contextualized public policies.
It is undeniable the correlation between education and the economic growth of a country, so a developing nation, as is the case of the Democratic Republic of Timor-Leste, must invest heavily in the education and training of its citizens. Timor-Leste became independent in a very particular political and historical context, where globalization was starting to be installed as the current world paradigm, and where nations had their eyes increasingly focused on the outside rather than on the local. This reality requires the Timorese State to develop new ways of acting and a new look on the public policies to be produced. Currently, education in East-Timor is in a development phase, where the Ministry of Education together with some international entities with which it has a partnership, seeks to give answers to the challenges posed by a global education of quality in a country with little more than 20 years of independence. In this sense, Public Policies of Education appear as determinants to put into practice measures and strategies that guarantee the access of all citizens to a quality education. One of the most relevant public policies in the scope of education currently in force in East-Timor is Project CAFE, a bilateral project between the Portuguese and Timorese governments that has as its main objective the improvement of teaching quality and the promotion of the Portuguese language in East-Timor. Thus, the aim of this research is to analyze the concept of Public Policies of Education have for the qualification of education in Timor-Leste, using the study of Project CAFE. To this end, a case study will be developed based on the qualitative paradigm of research, where a semi-structured interview will be applied to teachers, students, parents and other relevant educational actors about the applicability of this Project, as well as a bibliographic and documentary research about the Timorese educational public policies with special emphasis on the development of the CAFE Project. The results will allow us to identify the strong and weak points of this project, proposing actions of change to promote the educational quality of Portuguese in Timor- Leste through more adequate and contextualized public policies.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade em Administração Educacional), 2024, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Políticas públicas Sistema educativo - Timor-Leste Política educativa Projeto CAFE Dissertações de mestrado - 2024