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UNIVERSIDADE ABERTA Escola Oficial Zheng Guanying – Estudo De UNIVERSIDADE ABERTA Escola Oficial Zheng Guanying – estudo de caso de um projeto intercultural trilingue em Macau Ana Paula Paiva Dias Doutoramento em Educação Área de especialização de Educação e Interculturalidade Tese orientada pela Professora Doutora Darlinda Pacheco Moreira e co-orientada pela Professora Doutora Rosa Sequeira 2017 i ii Resumo O principal objetivo deste estudo foi analisar as caraterísticas da competência intercultural junto de um conjunto de professores do ensino infantil e primário e de elementos da direção de uma escola oficial de Macau, cujos alunos estão envolvidos num programa piloto de aprendizagem de três línguas estrangeiras (sendo uma delas língua veicular de ensino): mandarim (pǔtōnghuà), português e inglês. É de destacar que existe pouca pesquisa centrada nos ensinos infantil e primário nesta área e que muitas das generalizações sobre o tema assentam em estudos conduzidos junto de jovens adultos ou adultos. Este objetivo foi investigado de duas maneiras: primeiro, revendo modelos e conceitos existentes a fim de caraterizar o papel das línguas estrangeiras neste processo e ilustrar o que se entende por ensino e aprendizagem intercultural. Os resultados desta secção indicam que professores e educadores carecem de formação intercultural formal, já que a competência intercultural é um conjunto de habilidades, atitudes e conhecimentos desenvolvido gradualmente e nunca acabado. Por outro lado, em ambientes multiculturais como Macau, cuja organização geral integra a multiculturalidade a que a composição étnico- linguística da população obriga, é particularmente relevante que a escola promova efetivamente o plurilinguismo e a interculturalidade. É ainda problematizado o uso de modelos etnocentrados junto de alunos provenientes de culturas de herança confucionista e de língua materna chinesa e sugerida a relevância de abordagens contextualizadas. Na parte empírica deste estudo, o objetivo foi investigar as perceções dos participantes sobre língua, cultura e interculturalidade e sobre as práticas suscetíveis de facilitar o desenvolvimento da competência intercultural dos alunos. Usando uma abordagem baseada no estudo de caso descritivo, a investigação incorpora dados qualitativos sob a forma de entrevistas, observações em sala de aula e análise documental. Os dados foram coligidos na Escola Oficial Zheng Guanying, em Macau, ao longo de três anos letivos e envolveram dois diretores e uma subdiretora, seis professores e dezoito observações de aulas. iii Na análise qualitativa de conteúdo obtiveram-se indicadores sobre o papel do professor enquanto modelo de interculturalidade para os seus alunos, pela análise da forma como concebe e implementa tarefas pedagógicas e facilita a comunicação linguística e cultural com estes. Este estudo fornece igualmente indicadores sobre o papel do ensino trilingue e sobre o contributo da língua e da cultura da(s) língua(s) estrangeira(s) no desenvolvimento da competência intercultural da comunidade escolar. Tendo presente que as escolas são instituições fulcrais na definição de identidades nacionais e culturais, este trabalho de investigação procura fornecer pistas sobre o modelo de ensino da Escola Oficial Zheng Guanying relevantes para a pesquisa em ensino intercultural de línguas e a pedagogia associada, assim como, a partir da análise de uma situação real, fomentar a discussão sobre o ensino de LE, servindo de referencial para a tomada decisões convenientes em relação ao novo modelo representado por esta escola no contexto multicultural e multilinguístico de Macau. Palavras-chaves: Competência intercultural, ensino e aprendizagem intercultural, ensino trilingue, línguas estrangeiras, sistema educativo de Macau iv Abstract The aim of this study is to analyze the characteristics of intercultural competence amongst a group of infant and primary school teachers and Senior leadership members of a Macau’s official school, whose students are involved in a learning pilot program of three foreign languages (being one of them language of instruction): Mandarin (pǔtōnghuà), Portuguese and English. It is noteworthy that there is little research on childhood and primary teaching in this area and that many of the generalizations on the subject are based on studies conducted with adult or young adults. This aim was studied in two ways: first, by reviewing existing models and concepts in order to characterize the role of foreign languages in developing intercultural competence and illustrate what is meant by intercultural teaching and learning. The results of this section show that teachers and educators lack formal intercultural training, as intercultural competence is a set of skills, attitudes and knowledge developed gradually and never finished. On the other hand, in multicultural societies such as Macau, whose general organisation integrates the multiculturalism of the ethnic and linguistic diversity of its population, it is particularly relevant that the school effectively promotes multilingualism and interculturality. It is also discussed the use of ethnocentric models with students from Confucian heritage cultures and Chinese mother tongue and suggested the importance of contextualized teaching methodologies. In the empirical part of this study, the goal was to study the perceptions of the participants about language, culture and interculturality and also the practices leading to the development of students’ intercultural competence. Using an approach based on descriptive case study, the research combines qualitative data in the form of interviews, classroom observations and document analysis. Data were collected at the Official School Zheng Guanying in Macao over v three academic years and included two Principals and a deputy director, six teachers and eighteen class observations. Through the qualitative analysis indicators were defined on the role of the teacher as intercultural models for their students, by analyzing how teachers design and implement educational tasks and facilitate linguistic and cultural communication with pupils. This study also proposes indicators on the role of trilingual education, of language teaching and of foreign language(s) culture(s) in the development of the school community’s intercultural competence. Bearing in mind that schools are key institutions in the definition of national and cultural identities, this research seeks to provide evidence on the Zheng Guanying Official School teaching model, as relevant for research in intercultural language teaching and associated pedagogy. The research also aims at promoting discussion on foreign language teaching and orientations for making appropriate decisions regarding a new language teaching model offered by this school in the multicultural and multilingual context of Macau. Keywords: Intercultural competence, intercultural teaching and learning, trilingual education, foreign languages, Macau education system vi Agradecimentos A todos os meus professores. À Professora Doutora Darlinda Moreira e à Professora Doutora Rosa Sequeira. A todos os professores e educadores que partilharam as suas experiências comigo. vii viii Índice geral Resumo ................................................................................................................ iii Abstract ................................................................................................................. v Agradecimentos ................................................................................................... vii Índice geral ........................................................................................................... ix Índice de tabelas .................................................................................................. xv Índice de figuras................................................................................................. xvii Lista de abreviaturas, siglas e acrónimos ........................................................... xix 1. Introdução ......................................................................................................... 1 1.1 Prólogo ........................................................................................................... 1 1.2 Objetivos do estudo ........................................................................................ 7 1.2.1 Objetivo geral ............................................................................................... 7 1.2.2 Objetivos específicos ................................................................................... 7 1.2.3 Perguntas de investigação ........................................................................... 8 1.3 Relevância do estudo ..................................................................................... 9 1.4 Âmbito do estudo .......................................................................................... 12 1.5 Estrutura do trabalho .................................................................................... 13 CAPÍTULOS Capítulo 1 – Enquadramento teórico .................................................................. 15 Introdução ........................................................................................................... 17 ix 1.1 Competência comunicativa e competência comunicativa intercultural .......... 18 1.2 Ensino e aprendizagem intercultural de línguas ............................................ 23 1.3 Papel da cultura na aprendizagem de LE ..................................................... 27
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