Aproximações do ensino de língua portuguesa no ensino médio em Timor-leste e no Brasil: congruências e divergências

Abstract

This dissertation is linked to the Brazilian Universities Cooperation Group for International Mobility (GCUB-MOB), in its institutional relationship with the Graduate Program in Education (PPGE) at the Federal University of Amazonas (UFAM), with a focus on the training of researchers, supported by the Coordination for the Improvement of Higher Education Personnel (CAPES) and the Amazonas State Research Support Foundation (FAPEAM), as well as by the Government of Timor-Leste through the Human Capital Development Fund (FDCH). This study is connected to Research Line 2, “Education, Interculturality and Human Development in the Amazon,” and addresses the similarities in the teaching of the Portuguese Language at the secondary education level in Timor-Leste and Brazil, considering both their convergences and divergences.The research is theoretically grounded in authors such as Bakhtin (2003), Thomaz (2002), Fonseca (2010), and Lorenset (2014), among others. The central research question is: how do the official documents governing the educational systems of Timor-Leste and Brazil guide the teaching of the Portuguese Language in secondary education, considering their convergences and divergences? The general objective is to understand the processes involved in teaching the Portuguese Language at the secondary level in these two countries, through the analysis of their legal, theoretical, and methodological foundations. The specific objectives are: (i) to identify the convergences and divergences in the teaching of the Portuguese Language in secondary education between Timor-Leste and Brazil; (ii) to analyze the curricular organization of the Portuguese Language subject in secondary education in both countries, observing contents, competencies, skills, and proposed methodologies; and (iii) to interpret the teaching proposals for the subject as materialized in the official documents that guide this stage of education in both contexts.Methodologically, the s tudy adopts a qualitative approach of a documentary nature, based on Content Analysis, according to Bardin (2011). The results of the analysis show that the convergences between the two countries highlight the conception of language as a social practice and the appreciation of textual genres. On the other hand, the observed divergences reflect the political and cultural specificities of each context. In Timor-Leste, the teaching of the Portuguese Language is directly related to the process of national reconstruction and the consolidation of linguistic identity after independence, facing challenges such as teacher training and coexistence with other official and national languages. In Brazil, discussions focus mainly on the implementation of recent curricular policies and on the articulation between competencies, skills, and social language practices. It is concluded that studies comparing these two contexts broaden the understanding of the challenges and possibilities of teaching the Portuguese Language in intercultural and multilingual realities, contributing to the strengthening of educational policies that are more sensitive to sociocultural specificities and to the promotion of critical, reflective, and socially contextualized pedagogical practices. It is expected that this research will contribute to expanding the understanding of the challenges and possibilities of teaching the Portuguese Language in different contexts, highlighting the role of the student as an active and critical agent in their learning process.