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Authors
Advisor(s)
Abstract(s)
A língua portuguesa em Angola é considerada língua oficial e detém um estatuto
institucional, sendo reconhecida como factor de unificação de uma nação multilingue,
exclusiva na governação, órgãos de comunicação social, na comunicação no exército,
prevalecente na produção literária e no conhecimento científico e, não menos importante,
língua de intermediação no concerto de outros Estados, mormente da CPLP. Língua exclusiva
de escolarização, é hoje língua materna de muitos angolanos, sobretudo da geração do período
pós-independência, situação que muito deve à dinâmica de conflitos pós-coloniais.
No período de vigência do regime colonial, o sistema educativo esteve estruturado em
língua portuguesa, tendo sido marginalizadas as línguas faladas pelo povo angolano. No
período pós-independência (desde 1975), o ensino continuou a ter as peculiaridades herdadas
da doutrina anterior. Todavia, em 1978, criou-se o Instituto Nacional de Línguas (actual
Instituto de Línguas Nacionais), órgão incumbido de investigar e organizar a estrutura de base
científica das línguas nacionais, visando a sua valorização como parte da identidade cultural do
povo angolano e perspectivar a sua inserção no sistema educativo. Neste sentido, em 1987, foi
divulgado, a título experimental, o alfabeto de seis línguas nacionais mais faladas,
nomeadamente: Kikoongo, Kimbundu, Umbundu, Cokwé, Mbunda e Oshykwanyama.
Depois de várias tentativas, a Reforma Educativa de 2001 orientava o Ministério da
Educação no sentido de implementar a escolarização das línguas nacionais, de forma faseada,
tendo como ponto de partida as regiões de maior influência de cada língua. Em 2005, foram
introduzidas em várias escolas do país disciplinas em línguas nacionais, iniciando-se, deste
modo, o ensaio de uma educação bilingue.
Em função desta perspectiva, a formação de professores torna-se imprescindível e
decisiva para o desenvolvimento das suas competências para os novos desafios que a sociedade
se propõe atingir.
Assim, o objectivo fundamental do presente trabalho é o de analisar, avaliar,
sensibilizar e motivar os diferentes segmentos da sociedade sobre a importância da educação
bilingue e, contribuir, desta forma, para a construção de uma sociedade mais justa e mais
inclusiva em termos de direitos linguísticos, como vem sugerido no tema sobre o processo de
“Formação de Professores de Português, Língua Segunda (PL2) em Angola, com ênfase na
Linguística do Português ministrado pela Universidade Katyavala Bwila, na Província de
Benguela”.
ABSTRACT The Portuguese language in Angola is considered the official language, it has an institutional status and is recognized as a unifying factor in a multilingual nation; it is unique in governance, media, and communication in the army, it is prevailing in literary and scientific knowledge, and, not the least, it is the language for concertation with other states, especially within the CPLP. Exclusive language of schooling, it is today the mother tongue of many Angolans, especially the generation of the post-independence period, a situation that owes much to the dynamics of post-colonial conflicts. In the period of the colonial regime, the educational system was structured in Portuguese, with the marginalization of the languages spoken by the Angolan people. In the post-independence period (since 1975), the school continued to have the peculiarities inherited from previous doctrine. However, in 1978, the National Language Institute (now the Institute of National Languages) was created, taking the task to investigate and organize the scientific basic structure of the national languages, aiming at its recognition as part of the cultural identity of the Angolan people and outline their inclusion in the education system. In this respect, in 1987, it was released, in an experimental basis, the alphabet of six most spoken national languages, namely: Kikoongo, Kimbundu, Umbundu, Cokwé, Mbunda and Oshykwanyama. After several attempts, the Educational Reform of 2001 directed the Ministry of Education to implement the education of national languages, in a timely manner, taking as its starting point the regions of greatest influence of each language. In 2005, several schools in the country introduced the national languages disciplines, beginning thus the pilot of a bilingual education. In light of this perspective, teacher training becomes essential and crucial for the development of their skills to the new challenges that society intends to achieve. Thus, the main objective of this thesis is to analyze, evaluate, promote and motivate the different segments of the society about the importance of bilingual education and contribute in this way to build a fairer and more inclusive society in terms of language rights, as has been suggested in the theme about the process of "Teacher of Portuguese as Second Language (PL2) in Angola, with emphasis on the Portuguese Language taught by Katyavala Bwila University, in Benguela Province."
ABSTRACT The Portuguese language in Angola is considered the official language, it has an institutional status and is recognized as a unifying factor in a multilingual nation; it is unique in governance, media, and communication in the army, it is prevailing in literary and scientific knowledge, and, not the least, it is the language for concertation with other states, especially within the CPLP. Exclusive language of schooling, it is today the mother tongue of many Angolans, especially the generation of the post-independence period, a situation that owes much to the dynamics of post-colonial conflicts. In the period of the colonial regime, the educational system was structured in Portuguese, with the marginalization of the languages spoken by the Angolan people. In the post-independence period (since 1975), the school continued to have the peculiarities inherited from previous doctrine. However, in 1978, the National Language Institute (now the Institute of National Languages) was created, taking the task to investigate and organize the scientific basic structure of the national languages, aiming at its recognition as part of the cultural identity of the Angolan people and outline their inclusion in the education system. In this respect, in 1987, it was released, in an experimental basis, the alphabet of six most spoken national languages, namely: Kikoongo, Kimbundu, Umbundu, Cokwé, Mbunda and Oshykwanyama. After several attempts, the Educational Reform of 2001 directed the Ministry of Education to implement the education of national languages, in a timely manner, taking as its starting point the regions of greatest influence of each language. In 2005, several schools in the country introduced the national languages disciplines, beginning thus the pilot of a bilingual education. In light of this perspective, teacher training becomes essential and crucial for the development of their skills to the new challenges that society intends to achieve. Thus, the main objective of this thesis is to analyze, evaluate, promote and motivate the different segments of the society about the importance of bilingual education and contribute in this way to build a fairer and more inclusive society in terms of language rights, as has been suggested in the theme about the process of "Teacher of Portuguese as Second Language (PL2) in Angola, with emphasis on the Portuguese Language taught by Katyavala Bwila University, in Benguela Province."
Description
Tese de mestrado, Lingua e Cultura Portuguesa (Língua Estrangeira/Língua segunda), Universidade de Lisboa, Faculdade de Letras, 2012
Keywords
Língua portuguesa - Estudo e ensino - Angola Professores de português - Formação - Angola Ensino bilingue - Angola Língua materna e língua segunda (Ensino de línguas) Teses de mestrado - 2012