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Assimetrias linguísticas do currículo : a disciplina de inglês no liceu português entre 1836-1974
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Resumo(s)
Esta tese analisa, numa perspetiva histórica, a disciplina de língua inglesa na escola secundária portuguesa. A compreensão histórica do(s) processo(s) de construção de uma língua estrangeira e o do seu ensino nos liceus de Portugal, constitui o cerne da dissertação. Ao inscrever seu estudo numa perspetiva história, pensámos contribuir para desmontar o carácter atemporal e apolítico que parece caraterizar a Educação Linguística.
No plano teórico, a pesquisa articulou contributos da história do currículo e das disciplinas escolares, bem como de autores ligados às questões da mundialização da educação escolar. No plano empírico, o estudo definiu um arco temporal compreendido entre o início do século XIX (1836) e o terceiro quartel do século XX (1974). Os momentos de anglofobia e anglofilia que marcaram o percurso desta língua estrangeira, no ensino oficial, ao longo de 135 anos, foram decisivos no rumo seguido pela disciplina até à conquista do seu próprio espaço no currículo português.
Este estudo privilegiou, como fontes principais, a legislação, os programas disciplinares, os relatórios dos professores, reitores e inspetores os livros escolares e a imprensa de educação e ensino, adotando duas linhas de orientação, que embora distintas, se articularam e complementaram entre si. A primeira centrou-se no próprio processo de construção social da matéria linguística, interrogou os discursos fundadores que legitimaram a passagem dos saberes da tradição social de origem para a cultura escolar. Indagou também sobre os modos como a disciplina incorporou e se articulou com os discursos que atravessaram a cultura escolar não deixando de referir as mudanças ocorridas. A segunda linha interpelou a função da disciplina de inglês, numa perspetiva da relação dos saberes e dos efeitos de poder nos diferentes atores escolares. Procurou-se compreender, através das formas de concretização pedagógica produzidas, o modo como a disciplina disciplinou e como essa produção, integrante que foi do próprio processo de alquimia curricular, se traduziu em identidades curriculares especificas, reunidas sob o signo escolar de Educação Linguística.
This thesis analyzes from an historical perspective, the English language discipline in the Portuguese secondary school. The historical understanding of the process (s) of construction of a foreign language and its teaching in the lyceums of Portugal, constitutes the core of the dissertation. By inscribing this study in an historical perspective, we thought to contribute to dismantle the timeless and apolitical character that seems to characterize Linguistic Education. At the theoretical level, the research articulated contributions from the history of the curriculum and the school disciplines, as well as authors related to the issues of the globalization of school education. At the empirical level, the study defined a temporal arch between the beginning of the 19th century (1836) and the third quarter of the 20th century (1974). The moments of Anglophobia and Anglophilia that marked the course of this foreign language, during the 135 years of official education, were decisive in the course followed by the discipline until the conquest of its own space in the Portuguese curriculum. This study focused on legislation, disciplinary programs, teachers ‘reports, rectors and inspectors, school textbooks and the education and teaching press, as the main sources, adopting two guidelines that, although distinct, articulated and complement each other. The first one focused on the process of social construction of linguistic material, questioned the founding discourses that legitimized the passage of knowledge from the social tradition of origin to the school culture. It also inquired about the ways in which the discipline has been incorporated and articulated with the discourses that went through the school culture and how they changed when those changed. The second line addressed the function of the English language, in a perspective of the relation of knowledge and the effects of power on the different school actors. It was sought to understand, through the pedagogical forms produced, the way discipline disciplined and how this production, which was a part of the process of curricular alchemy itself, translated into specific curricular identities, gathered under the school sign of Linguistic Education.
This thesis analyzes from an historical perspective, the English language discipline in the Portuguese secondary school. The historical understanding of the process (s) of construction of a foreign language and its teaching in the lyceums of Portugal, constitutes the core of the dissertation. By inscribing this study in an historical perspective, we thought to contribute to dismantle the timeless and apolitical character that seems to characterize Linguistic Education. At the theoretical level, the research articulated contributions from the history of the curriculum and the school disciplines, as well as authors related to the issues of the globalization of school education. At the empirical level, the study defined a temporal arch between the beginning of the 19th century (1836) and the third quarter of the 20th century (1974). The moments of Anglophobia and Anglophilia that marked the course of this foreign language, during the 135 years of official education, were decisive in the course followed by the discipline until the conquest of its own space in the Portuguese curriculum. This study focused on legislation, disciplinary programs, teachers ‘reports, rectors and inspectors, school textbooks and the education and teaching press, as the main sources, adopting two guidelines that, although distinct, articulated and complement each other. The first one focused on the process of social construction of linguistic material, questioned the founding discourses that legitimized the passage of knowledge from the social tradition of origin to the school culture. It also inquired about the ways in which the discipline has been incorporated and articulated with the discourses that went through the school culture and how they changed when those changed. The second line addressed the function of the English language, in a perspective of the relation of knowledge and the effects of power on the different school actors. It was sought to understand, through the pedagogical forms produced, the way discipline disciplined and how this production, which was a part of the process of curricular alchemy itself, translated into specific curricular identities, gathered under the school sign of Linguistic Education.
Descrição
Tese de doutoramento, Educação (História da Educação), Universidade de Lisboa, Instituto de Educação, 2018
Palavras-chave
Teses de doutoramento - 2018