Maria Teresa de Almeida e Costa
PhD student in Education by the Lusophone University of Humanities and Technologies of Lisbon, master in pedagogical supervision and training of trainers, by the Higher Institute of Educational Sciences of the Douro. Degree in Educational Sciences, option of Pedagogy, by the Higher Institute of Educational Sciences of Luanda. University teacher with the category of assistant, at the Faculty of Social Service of the University of Luanda, conducting and teaching the disciplines of Portuguese Language Teaching Methodology and Portuguese Language Workshops in the Childhood Education course and supervised internship supervisor. Participations with communication in scientific journeys, research groups and university extension of the faculty.
Areas of academic and scientific interest
- Educational Sciences
- Methodologies, Practices and the Development of Communicative Skills in Portuguese Language in Pre-school Education: Case of the Initiation Classes of Two Public Schools, Urban and Rural Zones in Angola
Angola is a country with more than 33 languages and dialects. After independence, as in the colonial era, the Portuguese language continued to be the only language of schooling and communication in state institutions, having expanded to almost the entire country, being the most spoken language, as the second language of the majority. of the population, the first language for some families, but also foreign in communities in rural areas. As the domain of the Portuguese language is a premise for school success, a study becomes relevant, with the general objective: Understand how the methodologies and practices provide the development of communicative skills in Portuguese in the initiation class; Specific objectives are: To analyze the guidelines on the Portuguese language, in the curriculum of the initiation class; Identify which communicative skills are worked on in the classroom; Check the methods and resources used to work on communicative skills; Check the adequacy of teaching practices to the sociolinguistic and environmental context of children. It will be a qualitative study to be carried out in 2 schools in the rural and urban areas, with the teachers of the initiation class as study subjects. By analyzing the content, interview and observation, we intend to find answers about the methods and practices that can favor the meaningful learning of the Portuguese language, mother tongue and non-mother tongue, appropriate to local realities.