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A realidade sociocultural nos manuais de português língua estrangeira : o caso da representação da família
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Atualmente, assiste-se a uma crescente abundância de materiais didáticos produzidos e usados em diferentes contextos de ensino e aprendizagem, nomeadamente na área das línguas estrangeiras. Não obstante isso, o manual, um dos materiais mais antigos na história da pedagogia, mantém a sua preponderância, continuando a ser procurado e a responder às necessidades de alunos e professores, motivando uma permanente demanda pela sua atualização e aperfeiçoamento. Vários são os autores que preconizam o papel do manual enquanto fonte de poder de transformação social, sobretudo em realidades onde existe como a única fonte material de conhecimento reconhecido.
Considerando o potencial transformador do manual, sobretudo do manual de língua estrangeira, no qual a componente sociocultural é eminente, entende-se que a construção dos conteúdos deve ter em conta a realidade, ser livre de ideias estereotipadas e, sobretudo, motivada para uma orientação socialmente comprometida. Neste trabalho, procura-se verificar de que forma a família, um dos aspetos mais básicos da identidade individual e uma das formas de organização mais proeminentes na sociedade, sofrendo, desde o século passado profundas transformações, surge representada num conjunto de seis manuais de português língua estrangeira.
Os principais objetivos deste trabalho passaram pela resposta às seguintes perguntas: qual é a preponderância da temática familiar nos manuais de português língua estrangeira? Que tipos de famílias são representadas nestes manuais? Considerando a realidade social portuguesa, existe, ou não, uma perspetiva e comprometimento social quanto à temática da família nos manuais de português língua estrangeira? As respostas a estas perguntas dão-nos conta da necessidade de se repensar a elaboração dos manuais de português língua estrangeira para lá de uma perspetiva exclusivamente linguística, privilegiando-se uma abordagem interdisciplinar.
Nowadays, there is an increasing abundance of didactic materials produced and used in different learning contexts, namely in the field of foreign languages. Nonetheless, the textbook, being one of the oldest materials in the history of pedagogy, maintains its preponderance, and continues to be searched and to answer the needs of both students and teachers, thus fuelling a permanent demand for its updating and enhancement. Several authors defend the role of the textbook as a source of transformational power, mainly in realities where it exists as the only material source of attested knowledge. Considering the transformative potential of the textbook, especially in the case of the foreign language textbook in which the socio-cultural component is eminent, we understand that the development of contents must take reality into account, be freed of stereotypical ideas and, above all, be motivated towards a socially engaged orientation. In this essay, we strive to understand how family, which is one of the most basic aspects of individual identity and one of the most prominent forms of organisation in society, having undergone profound changes since the past century, is represented in a group of six textbooks of Portuguese as a Foreign Language. The main aims of this work are to provide answers for the following questions: What is the preponderance of the theme of family in the textbooks of Portuguese as a foreign language? Which types of families are represented in these textbooks? Considering the Portuguese social reality, is there a social perspective and commitment regarding the topic of family in the textbooks of Portuguese as a foreign language? The answers to these questions lead us to the need of rethinking the production of these textbooks, beyond an exclusively linguistic perspective, favouring an interdisciplinary approach.
Nowadays, there is an increasing abundance of didactic materials produced and used in different learning contexts, namely in the field of foreign languages. Nonetheless, the textbook, being one of the oldest materials in the history of pedagogy, maintains its preponderance, and continues to be searched and to answer the needs of both students and teachers, thus fuelling a permanent demand for its updating and enhancement. Several authors defend the role of the textbook as a source of transformational power, mainly in realities where it exists as the only material source of attested knowledge. Considering the transformative potential of the textbook, especially in the case of the foreign language textbook in which the socio-cultural component is eminent, we understand that the development of contents must take reality into account, be freed of stereotypical ideas and, above all, be motivated towards a socially engaged orientation. In this essay, we strive to understand how family, which is one of the most basic aspects of individual identity and one of the most prominent forms of organisation in society, having undergone profound changes since the past century, is represented in a group of six textbooks of Portuguese as a Foreign Language. The main aims of this work are to provide answers for the following questions: What is the preponderance of the theme of family in the textbooks of Portuguese as a foreign language? Which types of families are represented in these textbooks? Considering the Portuguese social reality, is there a social perspective and commitment regarding the topic of family in the textbooks of Portuguese as a foreign language? The answers to these questions lead us to the need of rethinking the production of these textbooks, beyond an exclusively linguistic perspective, favouring an interdisciplinary approach.
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Palavras-chave
Língua portuguesa - Estudo e ensino - Estrangeiros Língua portuguesa - Manuais de ensino - História e crítica Família - Nos manuais de ensino Linguagem e cultura Teses de mestrado - 2017