| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.66 MB | Adobe PDF |
Advisor(s)
Abstract(s)
Comparativamente com outros países europeus, em Portugal a abordagem
CLIL não está universalmente presente no ensino público a todos os níveis. A
implementação da abordagem CLIL nas escolas tem vindo a ocorrer sobretudo
através da política top-down do programa PEBI, do Ministério da Educação, e
por via de diversas iniciativas de base bottom-up realizadas em algumas escolas,
embora a extensão da prática CLIL ou da formação de professores CLIL não tenha
sido até agora sistematicamente rastreada. O objetivo deste capítulo é mapear a
emergência da abordagem CLIL na educação pré-primária, no ensino básico e no
ensino secundário português e dar a conhecer contextos diversos e relevantes
de implementação, prática e formação de professores CLIL, de forma a orientar
a compreensão do que, neste contexto, se passa nas escolas. O capítulo inicia-se
com uma breve descrição do estado da arte da atividade CLIL nas escolas
portuguesas tendo por base a investigação já realizada a este nível em Portugal.
Segue-se um estudo exploratório sobre (1) o âmbito da implementação da
abordagem CLIL em Portugal; e (2) a oferta existente de formação de professores
CLIL. Apresentam-se e discutem-se resultados obtidos a partir de um inquérito
realizado por questionário em formato eletrónico, enviado às escolas em
Portugal, e de uma investigação documental sobre o envolvimento das escolas
portuguesas em projetos financiados pelo Programa Erasmus+, com enfoque na
abordagem CLIL, e sobre a formação contínua acreditada para professores. Nas
conclusões destaca-se que (1) no que se refere à implementação da abordagem
CLIL, esta não está uniformemente distribuída em termos geográficos; tem uma
expressão muito diluída nas escolas; há uma fluidez de práticas comunicacionais
no conjunto dos diversos usos de CLIL ao nível linguístico e sociocultural; e é
valorizada, pelos professores, enquanto recurso educativo e cultural. Em
relação à (2) formação de professores, o estudo revela que para além do
programa oficial de formação e monitorização PEBI, os fundos europeus são
utilizados pelos professores para desenvolver projetos escolares e adquirir
formação, visando o aprofundamento do seu desenvolvimento profissional.
O mapeamento das condições e possibilidades de implementação de CLIL nas
escolas portuguesas leva as autoras a recomendar que seja dada mais atenção a
uma dinâmica de formação e de prática CLIL em diversos contextos disciplinares.
In comparison with some other European countries, CLIL is not universally present in mainstream education across all levels in Portugal. CLIL is mainly known through the ‘top-down’ policy of the PEBI programme of the Ministry of Education and by several ‘bottom-up’ grassroots initiatives of CLIL implementation in schools, although the extent of CLIL practice or teacher education for CLIL has not been chartered systematically. The purpose of this chapter is to map the emerging CLIL terrain in Portuguese pre-primary, primary and secondary schools, and report on varied, relevant environments of CLIL implementation, practice, and teacher education in an effort to help CLIL teachers and teacher educators navigate what is really happening in schools. The chapter starts with a brief state-of-the-art description of CLIL activity in Portuguese schools, addressing what has been written about CLIL in schools in Portugal, followed by an exploratory study inquiring into (1) the extent of CLIL implementation; and (2) the provision for teacher education in CLIL. Using an online questionnaire sent out to schools in Portugal and desk research on school involvement in Erasmus+ funded projects about CLIL and accredited in-service school teacher education, the chapter proceeds to present and discuss the results of the study. The chapter concludes that (1) in relation to CLIL implementation, CLIL is not evenly distributed in geographical terms; its presence in schools is somewhat ‘diluted’; there is a fluidity of communicational practices around the multi-layered uses of CLIL in relation to linguistic and sociocultural factors; and CLIL is valued by teachers as an educational and cultural resource. In relation to (2) teacher education, the study reveals that beyond the official PEBI training and monitoring programme, European funds are used by teachers, through project development and staff training opportunities, as a means for further professional development. Having chartered the conditions and the possibilities for implementing CLIL in Portuguese schools, the authors recommend that more attention is given to developing a dynamic of training and practice across disciplinary frameworks
In comparison with some other European countries, CLIL is not universally present in mainstream education across all levels in Portugal. CLIL is mainly known through the ‘top-down’ policy of the PEBI programme of the Ministry of Education and by several ‘bottom-up’ grassroots initiatives of CLIL implementation in schools, although the extent of CLIL practice or teacher education for CLIL has not been chartered systematically. The purpose of this chapter is to map the emerging CLIL terrain in Portuguese pre-primary, primary and secondary schools, and report on varied, relevant environments of CLIL implementation, practice, and teacher education in an effort to help CLIL teachers and teacher educators navigate what is really happening in schools. The chapter starts with a brief state-of-the-art description of CLIL activity in Portuguese schools, addressing what has been written about CLIL in schools in Portugal, followed by an exploratory study inquiring into (1) the extent of CLIL implementation; and (2) the provision for teacher education in CLIL. Using an online questionnaire sent out to schools in Portugal and desk research on school involvement in Erasmus+ funded projects about CLIL and accredited in-service school teacher education, the chapter proceeds to present and discuss the results of the study. The chapter concludes that (1) in relation to CLIL implementation, CLIL is not evenly distributed in geographical terms; its presence in schools is somewhat ‘diluted’; there is a fluidity of communicational practices around the multi-layered uses of CLIL in relation to linguistic and sociocultural factors; and CLIL is valued by teachers as an educational and cultural resource. In relation to (2) teacher education, the study reveals that beyond the official PEBI training and monitoring programme, European funds are used by teachers, through project development and staff training opportunities, as a means for further professional development. Having chartered the conditions and the possibilities for implementing CLIL in Portuguese schools, the authors recommend that more attention is given to developing a dynamic of training and practice across disciplinary frameworks
Description
Keywords
CLIL Educação pré-escolar e ensino básico Programa Erasmus+ PEBI Pre-primary, primary and secondary schools in Portugal Erasmus+
Pedagogical Context
Citation
Publisher
Universidade do Porto