<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2182-4452</journal-id>
<journal-title><![CDATA[Revista Internacional em Língua Portuguesa]]></journal-title>
<abbrev-journal-title><![CDATA[RILP]]></abbrev-journal-title>
<issn>2182-4452</issn>
<publisher>
<publisher-name><![CDATA[Associação das Universidades de  Língua Portuguesa (AULP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-44522021000200053</article-id>
<article-id pub-id-type="doi">10.31492/2184-2043.rilp2021.40/pp.53-78</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Estratégia de motivação para a aprendizagem da língua portuguesa no ensino superior: diagnosticar e sensibilizar]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Baptista]]></surname>
<given-names><![CDATA[Dina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de Aveiro Escola Superior de Tecnologia e Gestão de Águeda (ESTGA) ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Portugal</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>40</volume>
<fpage>53</fpage>
<lpage>78</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-44522021000200053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-44522021000200053&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-44522021000200053&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O papel do professor de Português assume cada vez mais um duplo desafio: motivar os estudantes para a aprendizagem de uma disciplina pouco &#8220;amada&#8221; e sensibilizar para a importância das competências comunicativas em qualquer contexto. O estudo apresenta a estratégia pedagógica implementada em seis unidades curriculares na área da língua portuguesa, lecionadas em Licenciaturas e Cursos Técnicos Superiores Profissionais, na Escola Superior de Tecnologia e Gestão de Águeda, da Universidade de Aveiro. Foi aplicado um inquérito por questionário a 119 estudantes que permitiu diagnosticar as suas dificuldades linguísticas, avaliar a sua re- lação com a aprendizagem da língua portuguesa e suscitar a reflexão sobre os fatores que podem condicionar a aprendizagem. Face aos resultados obtidos, apresenta-se uma proposta didática, assente na adaptação dos pilares da retórica aristotélica Ethos, Pathos e Logos, pela familiaridade da estrutura argumentativa estudada no secundário e pela capacidade de sensibilizar e de motivar para a aprendizagem.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The role of a Portuguese teacher is becoming more and more a double challenge: to motivate students to learn an unloved subject and to raise awareness of the importance of communication skills in any context. The study presents the pedagogical strategy implemented in six courses in the area of Portuguese language, taught in the first cycle of Higher Education (Degree) and Higher education training courses (TESP) at the Águeda School of Technology and Management (ESTGA), University of Aveiro. A questionnaire survey was applied to 119 students to diagnose their language difficulties, assess their relationship in learning Portuguese and encou- rage reflection on the factors that may condition their learning. In view of the results obtained, a pedagogical proposal is presented, based on the adaptation of the Aristotelian rhetorical pillars Ethos, Pathos and Logos, due to the familiarity of the argumentative structure studied in high school and the ability to sensitise and motivate for learning.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[motivação]]></kwd>
<kwd lng="pt"><![CDATA[ensino]]></kwd>
<kwd lng="pt"><![CDATA[língua portuguesa]]></kwd>
<kwd lng="pt"><![CDATA[aprendizagem ativa]]></kwd>
<kwd lng="en"><![CDATA[motivate]]></kwd>
<kwd lng="en"><![CDATA[teaching]]></kwd>
<kwd lng="en"><![CDATA[Portuguese language]]></kwd>
<kwd lng="en"><![CDATA[active learning]]></kwd>
</kwd-group>
</article-meta>
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