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A língua portuguesa, com estatuto oficial em Macau e profundamente ligada à sua história e identidade cultural, mantém um valor simbólico e institucional significativo. No entanto, este reconhecimento não se traduz de forma proporcional no seu desenvolvimento educativo. Apesar de políticas linguísticas que procuram promover o multilinguismo, a presença do português nas escolas continua limitada e, em muitos casos, é relegada a um papel secundário face ao inglês, amplamente valorizado como língua global e instrumento de mobilidade académica e profissional. Este relatório analisa a viabilidade e o potencial da metodologia de ensino baseada em tarefas (ELBT) no contexto do ensino de português como língua estrangeira (PLE) em Macau. Considerando o valor do português no território e a sua relevância histórica e cultural, a investigação procura compreender de que forma fatores institucionais, curriculares e socioculturais influenciam a adoção de abordagens comunicativas e centradas nos alunos. A análise revela que, embora o português mantenha o estatuto de língua oficial, a sua utilização social e presença escolar têm vindo a diminuir, ficando geralmente em segundo plano face ao inglês. No sistema educativo, verificam-se constrangimentos estruturais que limitam a aplicação integral do ELBT, tais como a forte dependência dos manuais escolares, a prevalência de sistemas de avaliação tradicionais, a limitação de tempo letivo e a reduzida autonomia docente. Apesar destes desafios, a aplicação adaptada do ELBT demonstrou resultados positivos, aumentando a motivação e participação dos alunos e favorecendo a utilização funcional e contextualizada da língua-alvo. O estudo sublinha que, para integrar esta abordagem de forma sustentável, será necessário investir na formação contínua dos professores, flexibilizar currículos e critérios de avaliação, criando condições para que o ensino do português se desenvolva em ambientes mais comunicativos e significativos, alinhados com as necessidades reais dos alunos.
Portuguese, holding official language status in Macau and deeply connected to its history and cultural identity, maintains significant symbolic and institutional value. However, this recognition has not been proportionally reflected in its educational development. Despite language policies aimed at promoting multilingualism, the presence of Portuguese in schools remains limited and, in many cases, is relegated to a secondary role compared to English, which is widely valued as a global language and a tool for academic and professional mobility. This report examines the availability and potential of the Task-Based Language Teaching (TBLT) approach in the context of teaching Portuguese as a Foreign Language (PFL) in Macau. Considering the value of Portuguese in the territory and its historical and cultural relevance, the study seeks to understand how institutional, curricular, and sociocultural factors influence the adoption of communicative and learner-centered approaches. The analysis reveals that although Portuguese maintains its official status, its social use and presence in schools have been declining, generally taking a secondary position to English. In the education system, structural constraints limit the full implementation of TBLT, such as the heavy reliance on textbooks, the prevalence of traditional assessment systems, limited class time, and reduced teacher autonomy. Despite these challenges, the adapted application of TBLT has shown positive results, increased students’ motivation and participation, promoting the functional and contextualized use of the target language. The study emphasizes that to integrate this approach sustainably, it is necessary to invest in continuous teacher training, make curricula and assessment criteria more flexible, creating conditions for Portuguese teaching to develop in more communicative and meaningful environments aligned with students’ real needs.
Portuguese, holding official language status in Macau and deeply connected to its history and cultural identity, maintains significant symbolic and institutional value. However, this recognition has not been proportionally reflected in its educational development. Despite language policies aimed at promoting multilingualism, the presence of Portuguese in schools remains limited and, in many cases, is relegated to a secondary role compared to English, which is widely valued as a global language and a tool for academic and professional mobility. This report examines the availability and potential of the Task-Based Language Teaching (TBLT) approach in the context of teaching Portuguese as a Foreign Language (PFL) in Macau. Considering the value of Portuguese in the territory and its historical and cultural relevance, the study seeks to understand how institutional, curricular, and sociocultural factors influence the adoption of communicative and learner-centered approaches. The analysis reveals that although Portuguese maintains its official status, its social use and presence in schools have been declining, generally taking a secondary position to English. In the education system, structural constraints limit the full implementation of TBLT, such as the heavy reliance on textbooks, the prevalence of traditional assessment systems, limited class time, and reduced teacher autonomy. Despite these challenges, the adapted application of TBLT has shown positive results, increased students’ motivation and participation, promoting the functional and contextualized use of the target language. The study emphasizes that to integrate this approach sustainably, it is necessary to invest in continuous teacher training, make curricula and assessment criteria more flexible, creating conditions for Portuguese teaching to develop in more communicative and meaningful environments aligned with students’ real needs.
Descrição
Palavras-chave
Ensino de português como língua estrangeira Ensino secundário Macau Ensino de línguas baseado em tarefas Abordagem comunicativa teaching portuguese as a foreign language Secondary education Macau Task-based language teaching Communicative approach
Contexto Educativo
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Licença CC
Sem licença CC