Concepções de linguagem de professores de português em Guiné-Bissau

Abstract

According to acounts from Couto and Embaló (2010), Namone and Timbane (2017), Guinea-Bissau is a country that has a set of more than 20 national languages and Portuguese as the unique language of instruction, one of less spoken and known languages among the Bissau guinean people. In this context, the aim of this work is to understand the language conceptions of Portuguese teachers in Guinea-Bissau, as well as to identify the most language theories privileged by them. The theoretical discussion of this work correlates with the concepts of language, grammar, language function based in perspective of the three theories of language, as pointed out by Fuza; Ohuschi and Menegassi (2011); Barcellos (2013); Koch (2015) and Possenti (2012). We also discuss the Systemic-Functional Linguistic Theory (LSF) proposed by Michael A. K. Halliday (1994), since it served to analyze the data and understand the way in which teachers express their practices and beliefs linguistically through their attitudes in the classroom. From this conception, we base our discussions in Santos (2014); Vian Jr. (2012); Oliveira (2014); Farencena and Fuzer (2018); Hood (2019). Regarding to the methodology, this work focuses on qualitative and interpretive research of an ethnographic nature (BORTONI-RICARDO, 2008; GRANDE, 2011; SOUZA; KERBAUY, 2017; PROETTI, 2018). The collaborators of this research were the teachers of public high school from 10th to 12th grade. The methodology also included the collection and discussion / data interpretation through the questionnaires application to the nine teachers residing in Guinea-Bissau. The results of this research demonstrate that the collaborating teachers privilege the conception of language as an expression of taught, the conception that prescribes the norms to be followed, in order to achieve a successful learning (in speech as well as in writing), based on Portuguese teaching-learning. Thus, it is also clear that this research is related to the theory of decoloniality, as it is about proposing teaching that contemplates the local reality of students without having to refer to the language-teaching model established by the educational system of the European colonizer.