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Abstract(s)
Esta dissertação pretende contribuir para a compreensão do quadro sociolinguístico
angolano e a situação do português neste território, pondo em discussão o assunto sobre o
ensino-aprendizagem da Língua Portuguesa, que tem sido uma preocupação em Angola e, de
modo geral, em todo o espaço lusófono. Ademais, procuramos apresentar o panorama
etnolinguístico de Angola, sua caraterização e distribuição e, em função da realidade
sociocultural, histórico-económica e política vigente, trazer no cenário do debate
sociolinguístico a problematização dos pressupostos teóricos voltados para o âmbito da
Linguística e da Sociolinguística, estabelecendo a articulação seguinte: Sociolinguística e
processo de ensino-aprendizagem, na medida em que percebemos haver fatores implicados ao
ensino do português no contexto angolano.
Por outro lado, ao longo da nossa abordagem, procuramos refletir em torno da dimensão
da língua, do Estado e da linguagem, enquanto elementos imprescindíveis para a definição da
política linguística e para o desenvolvimento de uma determinada sociedade, bem como alguns
conceitos atinentes ao domínio didático-pedagógico, visto que esta área do saber representa
uma dimensão social de grande relevo, em que circula, diariamente, uma diversidade de
fenómenos linguísticos, sociais e, peculiarmente, sociolinguísticos.
Paralelamente, entendemos colocar a lume uma reflexão em torno de questões de
âmbito da Sociolinguística, da Linguística e da Didática, pois estes domínios permitiram-nos ter
a perceção do entrecruzamento dos fenómenos como o contacto de línguas e a interferência
linguística, sendo por eles que, na verdade, resultam novos produtos linguísticos, dando origem
a formação de novas variedades do português, tal como são os casos do PB e do PA. Neste
sentido, a investigação procura fornecer dados fiáveis sobre a realidade sociolinguística e
cultural de Angola, pretendendo, numa perspetiva reflexiva, auxiliar no entendimento das
conceções de linguagem adotadas a nível das práticas docentes e repensar em prol do plano de
formação de professores de língua, bem como os paradigmas atuais observados.
This dissertation´s purpose is to contribute to the learning of the Angolan sociolinguistic framework and of the Portuguese situation in this territory, putting in discussion the topic about teaching and learning of the Portuguese Language, which has been a concern in Angola and, in general, all of the Lusophone space. And more, we look to present an Angolan ethnolinguistic perspective, it´s characterization and distribution and, in function of socio cultural reality, historical-economics and politics in force, bringing the scenario of sociolinguistic debate to problematization of theoretical assumptions brought back to the scope of Linguistics and of Sociolinguistics, establishing the following articulation: Sociolinguistics and the process of teaching and learning, according to that which we understand in implicated factors in the teaching of Portuguese in Angolan context. On the other hand, during our approach, we look to reflect around the dimension of the language, of State and of language, while essential elements around the definition of linguistic politics and to the development of a determined society, as well as some related concepts in Didactic-Pedagogic dominion, seeing that this area of knowledge represents a social dimension of great relevance, in which circulates, daily, a diversity of phenomenons that are linguistic, social and, peculiarly, sociolinguistic. Similarly, we tend to ignite a reflection around questions of the scope of Sociolinguistics, of Linguistics and of Didactics, because these dominions permit us to have a perception of the intercrossing of phenomenons like the contact of languages and the linguistic interference, being through them that, in truth, result in new linguistic products, giving origin to the formation of new varieties of portuguese, just like the cases of PB and of PA. In this sense, the investigations looks to provide reliable data about the sociolinguistic reality and culture of Angola, intending, in a reflexive perspective, help in the understanding of language conceptions adopted to the level of the teaching practices and rethink in favor of the language teachers formation plan, as well as the actual observed paradigms.
This dissertation´s purpose is to contribute to the learning of the Angolan sociolinguistic framework and of the Portuguese situation in this territory, putting in discussion the topic about teaching and learning of the Portuguese Language, which has been a concern in Angola and, in general, all of the Lusophone space. And more, we look to present an Angolan ethnolinguistic perspective, it´s characterization and distribution and, in function of socio cultural reality, historical-economics and politics in force, bringing the scenario of sociolinguistic debate to problematization of theoretical assumptions brought back to the scope of Linguistics and of Sociolinguistics, establishing the following articulation: Sociolinguistics and the process of teaching and learning, according to that which we understand in implicated factors in the teaching of Portuguese in Angolan context. On the other hand, during our approach, we look to reflect around the dimension of the language, of State and of language, while essential elements around the definition of linguistic politics and to the development of a determined society, as well as some related concepts in Didactic-Pedagogic dominion, seeing that this area of knowledge represents a social dimension of great relevance, in which circulates, daily, a diversity of phenomenons that are linguistic, social and, peculiarly, sociolinguistic. Similarly, we tend to ignite a reflection around questions of the scope of Sociolinguistics, of Linguistics and of Didactics, because these dominions permit us to have a perception of the intercrossing of phenomenons like the contact of languages and the linguistic interference, being through them that, in truth, result in new linguistic products, giving origin to the formation of new varieties of portuguese, just like the cases of PB and of PA. In this sense, the investigations looks to provide reliable data about the sociolinguistic reality and culture of Angola, intending, in a reflexive perspective, help in the understanding of language conceptions adopted to the level of the teaching practices and rethink in favor of the language teachers formation plan, as well as the actual observed paradigms.
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Keywords
Conceção de Linguagem Ensino Aprendizagem de Língua Portuguesa Língua Linguística Sociolinguística