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A implementação do ensino de usos pragmáticos da língua nas aulas de PLNM a alunos do ensino secundário em Macau com o apoio de manuais
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Este estudo investiga a possibilidade de implementar o ensino dos usos pragmáticos do português com o apoio de manuais didáticos nas aulas de Português Língua Não Materna (PLNM) em Macau, onde a exposição à língua portuguesa é limitada no quotidiano. A investigação baseia-se numa experiência de estágio pedagógico numa escola secundária local com alunos do 7º e 8º anos, complementada por um questionário realizado a professores de Português Língua Estrangeira/Português Língua Segunda (PLE/PLS) sobre as suas práticas no ensino da pragmática com os manuais atuais. Os resultados demonstram que, apesar dos desafios encontrados, como a insuficiência de conteúdos e exercícios adequados relacionados com a pragmática nos manuais didáticos e as limitações temporais das aulas, é possível integrar o ensino da pragmática desde os níveis iniciais, aproveitando momentos certos para introduzir naturalmente elementos pragmáticos durante a exploração de diferentes temas. O questionário revela que a maioria dos professores implementa atividades relacionadas com a pragmática nas suas aulas, compensando as lacunas dos manuais através de recursos complementares e atividades de simulação para diversos contextos. Embora o estudo se centre numa experiência específica e apresente limitações quanto à dimensão da amostra, oferece reflexões relevantes sobre os desafios e possibilidades do ensino da pragmática com manuais atuais no contexto de Macau, sugerindo possíveis caminhos para investigações futuras na área do ensino dos usos pragmáticos da língua portuguesa.
This study investigates the possibility of implementing the teaching of pragmatic usage of Portuguese with the support of didactic textbooks in Portuguese as a Non Native Language (PNNL) classes in Macao, where exposure to the Portuguese language is limited in daily life. The research is based on a pedagogical internship experience in a local secondary school with 7th and 8th-grade students, complemented by a questionnaire administered to Portuguese as a Foreign/Second Language (PFL/PSL) teachers about their practices in teaching pragmatics with current textbooks. The results demonstrate that, despite the challenges encountered, such as the insufficiency of appropriate content and exercises related to pragmatics in didactic textbooks and time constraints in classes, it is possible to integrate the teaching of pragmatics from beginning levels by taking advantage of proper moments to introduce naturally pragmatic elements during the exploration of different topics. The questionnaire reveals that most teachers implement activities related to pragmatics in their classes, compensating for the textbooks' gaps through complementary resources and simulation activities for various contexts. Although the study focuses on a specific experience and presents limitations regarding sample size, it offers relevant reflections on the challenges and possibilities of teaching pragmatics with current textbooks in the context of Macao, suggesting possible paths for future research in teaching pragmatic uses of the Portuguese language.
This study investigates the possibility of implementing the teaching of pragmatic usage of Portuguese with the support of didactic textbooks in Portuguese as a Non Native Language (PNNL) classes in Macao, where exposure to the Portuguese language is limited in daily life. The research is based on a pedagogical internship experience in a local secondary school with 7th and 8th-grade students, complemented by a questionnaire administered to Portuguese as a Foreign/Second Language (PFL/PSL) teachers about their practices in teaching pragmatics with current textbooks. The results demonstrate that, despite the challenges encountered, such as the insufficiency of appropriate content and exercises related to pragmatics in didactic textbooks and time constraints in classes, it is possible to integrate the teaching of pragmatics from beginning levels by taking advantage of proper moments to introduce naturally pragmatic elements during the exploration of different topics. The questionnaire reveals that most teachers implement activities related to pragmatics in their classes, compensating for the textbooks' gaps through complementary resources and simulation activities for various contexts. Although the study focuses on a specific experience and presents limitations regarding sample size, it offers relevant reflections on the challenges and possibilities of teaching pragmatics with current textbooks in the context of Macao, suggesting possible paths for future research in teaching pragmatic uses of the Portuguese language.
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Ensino de português língua não materna Ensino da pragmática Manuais didáticos Macau Ensino secundário Teaching portuguese as a non-native language Teaching of pragmatics Textbooks Macao Secondary education
Contexto Educativo
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Licença CC
Sem licença CC