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Authors
Advisor(s)
Abstract(s)
Este trabalho pretende discutir a mais-valia do texto literário na aula de Português
Língua Estrangeira no Ensino Secundário em Macau. Defender-se-á que a literatura é
um excelente ponto de partida não só para o ensino e aprendizagem da língua, mas
também para reforçar a capacidade de pensar dos estudantes, com autonomia e sentido
crítico, através de diferentes atividades com os textos.
O Relatório começa por apresentar um enquadramento teórico, seguindo-se a
descrição da prática letiva e terminando com propostas didático-pedagógicas que
tentam ilustrar a pertinência da questão teórica que é colocada no primeiro capítulo. As
propostas didáticas consistem essencialmente nos exercícios realizados durante o
Estágio na Escola Portuguesa de Macau, com os alunos de Português Língua Não
Materna, do 10.º ano, durante o segundo e terceiro períodos do ano letivo de 2019/2020.
This work aims to discuss the advantage of utilizing literary texts in classes of Portuguese as a Foreign Language of Secondary Education in Macao. We propose that with well-designed activities around the texts, literature is an excellent starting point not only for teaching and learning the language, but also to strengthen students’ ability in critical and independent thinking. This work begins with a presentation of a theorical framework, followed by a description of the teaching practice, and ends with some didactic-pedagogical proposals that illustrate the relevance of the theorical question raised in the first chapter. The didactic proposals are presented with exercises realized in my Supervised Teaching Practice with Form 4 students who studied in Portuguese as non-mother tongue subject at Escola Portuguesa de Macau, during the second and third periods of the academic year 2019/2020.
This work aims to discuss the advantage of utilizing literary texts in classes of Portuguese as a Foreign Language of Secondary Education in Macao. We propose that with well-designed activities around the texts, literature is an excellent starting point not only for teaching and learning the language, but also to strengthen students’ ability in critical and independent thinking. This work begins with a presentation of a theorical framework, followed by a description of the teaching practice, and ends with some didactic-pedagogical proposals that illustrate the relevance of the theorical question raised in the first chapter. The didactic proposals are presented with exercises realized in my Supervised Teaching Practice with Form 4 students who studied in Portuguese as non-mother tongue subject at Escola Portuguesa de Macau, during the second and third periods of the academic year 2019/2020.