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Este Relatório baseia-se na metodologia do uso articulado do elemento lúdico-didático e
das quatro habilidades linguísticas no processo de ensino-aprendizagem de Português como
Língua Estrangeira/Língua Segunda. Nesse sentido, esta investigação foi levada a cabo no
âmbito do estágio supervisionado no curso de português para estrangeiros aos alunos PALOP.
Por um lado, este trabalho procurou dar resposta a duas questões fundamentais: como é
que se podem fomentar as motivações, o prazer e o interesse dos alunos através da atividade
lúdica? Poderá o reconhecimento da importância de elemento lúdico no ensino de Português
Língua Estrangeira provocar uma mudança de estratégias pedagógicas no contexto social de
Portugal e de Macau atualmente?
Considerando que o ensino de Língua Portuguesa como LE/LS deve ter como objetivos
fundamentais o desenvolvimento global da competência comunicativa dos alunos, e implica,
por isso, as quatro competências linguísticas, a serem trabalhadas na sala de aula de forma
adequada e integrada, através de metodologias lúdicas. Neste relatório procurou sempre
privilegiar nas preparações das minhas unidades didáticas o ensino articulado de temas de
gramática, língua-cultura, língua-história e valores éticos e culturais. Nas seleções temáticas e
nas opções de estratégias, esta experiência, também priorizou uma metodologia que
promovesse o desenvolvimento articulado e equilibrado das quatro competências linguísticas,
por meio de uma prática diária que respeitasse esta ordem: ouvir, falar, ler, escrever.
This Report is based on the methodology of the playful and usage of the didactic element and the four language skills, for teaching-learning process of the Portuguese as a foreign/second language. In this sense, this research carried out under the supervised internship in the preparation course in Portuguese language as a second language to PALOP students. On one hand, this work tried to answer two fundamental questions: through the technique of play activities which can foment the motivations, pleasure, and interest of the students? Will the recognition of the importance and advantages of using the play element provoke a change in pedagogical strategies to foment a greater efficacy of teaching the Portuguese as a foreign/second language in the social context of the Portugal and the Macau nowadays? Considering that teaching of the Portuguese as foreign/second language should have fundamental objectives overall development of the communicative competence of the students, and this implies the four linguistic competences to be worked in an appropriate and articulated way through methodology of the play activity, in an integrated way in the classroom. In this report, always, tried to focus on the preparation of didactic units, the articulated teaching of grammar, language-culture, language-history, and the ethical and cultural values. In thematic selections and strategy options, this experiment, also prioritized a methodology that promotes the articulated and balanced development of the four language skills, through a daily practice listening, speaking, reading, and writing, respectively.
This Report is based on the methodology of the playful and usage of the didactic element and the four language skills, for teaching-learning process of the Portuguese as a foreign/second language. In this sense, this research carried out under the supervised internship in the preparation course in Portuguese language as a second language to PALOP students. On one hand, this work tried to answer two fundamental questions: through the technique of play activities which can foment the motivations, pleasure, and interest of the students? Will the recognition of the importance and advantages of using the play element provoke a change in pedagogical strategies to foment a greater efficacy of teaching the Portuguese as a foreign/second language in the social context of the Portugal and the Macau nowadays? Considering that teaching of the Portuguese as foreign/second language should have fundamental objectives overall development of the communicative competence of the students, and this implies the four linguistic competences to be worked in an appropriate and articulated way through methodology of the play activity, in an integrated way in the classroom. In this report, always, tried to focus on the preparation of didactic units, the articulated teaching of grammar, language-culture, language-history, and the ethical and cultural values. In thematic selections and strategy options, this experiment, also prioritized a methodology that promotes the articulated and balanced development of the four language skills, through a daily practice listening, speaking, reading, and writing, respectively.
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Atividades lúdicas Gramática Competências linguísticas Competência comunicativa Play activities Grammar Language skills Communicative competence