<?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>S2182-44522021000200079</article-id>
<article-id pub-id-type="doi">10.31492/2184-2043.rilp2021.40/pp.79-91</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A preparação didáctico-metodológica dos professores primários para o ensino do Português em Moçambique: estudo de caso no IFP de Nampula, 2017]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Pedro]]></surname>
<given-names><![CDATA[Feliciano José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Rovuma Director Adjunto Académico da Faculdade de Letras e Ciências Sociais ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Moçambique</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>79</fpage>
<lpage>91</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-44522021000200079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-44522021000200079&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-44522021000200079&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O Português é língua oficial de Moçambique desde 1975, contudo, nem todos os moçambicanos têm a mesma relação com língua portuguesa. Segundo dados do Censo de 2017, apenas 47.4% da população fala Português e mais da metade da população moçambicana não fala esta língua. Para cerca de 12 milhões de moçambicanos, residentes na zona rural, o Português poderia ser considerado como língua estrangeira (LE). Mas, devido à conjuntura histórico-social que determina o português como língua oficial, o estatuto de LE, para este grupo de cidadãos, não é aplicável, valendo apenas o de língua segunda (LS). Segundo afirma Vigner (2001), do ponto de vista de ensino/aprendizagem, a LS é uma prática instável e delicada pois ela situa-se na mediana entre Língua Materna (LM) e LE. Dependendo da actividade, as práticas de ensino de LS podem ser emprestadas à LM ou à LE. Este estudo tem por objectivo analisar o processo de formação de professores primários em matérias de ensino do Português. Especificamente, pretende verificar o nível de preparação para fazer face à diversidade dos contextos (de alunos e dos estatutos que o português tem nas suas biografias linguísticas). Em termos metodológicos, o estudo é qualitativo e descritivo. Os dados são resultantes da análise do programa de formação e de questionários aos formadores de metodologia de Língua Portuguesa e aos formandos do Instituto de Formação de Professores de Nampula. As conclusões deste estudo apontam que os módulos focalizam mais aspectos políticos em prejuízo de aspectos didácticos e que os formadores e, consequentemente, os formandos fixam-se muito nas propostas dos módulos, apesar de estes servirem como simples documentos orientadores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Portuguese has been an official language of Mozambique since 1975. However, not all Mozambicans have the same relationship with Portuguese. According to data from the 2017 Census, only 47.4% of the population speaks Portuguese and more than half of the Mozambican population does not speak this language. For about 12 million Mozambicans, mostly living in the rural area, Portuguese could be considered as a foreign language (FL). However, due to the historical-social situation that determines Portuguese as official language, the status of FL for this group of citizens is not applicable, and only the second language status (SL) is applicable. Ac- cording to Vigner (2001), from the didactics point of view, SL is an unstable and delicate practice because it is located in the median between Mother tongue (MT) and FL, depending on the activity, SL teaching practices man be loaned from MT or LE. This study aims to analyze the process of training primary teachers in Portu- guese teaching. Specifically, it intends to verify the level of preparation to face the diversity of contexts (of students and the status that Portuguese has in their linguistic biographies). In methodological terms, the study is qualitative and descriptive. The data are the result of the analysis of the training program and questionnaires to portuguese language methodology trainers and students of the Instituto de Formação de Professores de Nampula. The conclusions of this study indicate that the modules focus more on political aspects to the detri- ment of didactic aspects; it indicates also that trainers and, consequently, trainees are very fixaised on what is proposed in the modules, while they should be seen as simple guiding documents.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Didáctica de línguas]]></kwd>
<kwd lng="pt"><![CDATA[Língua oficial]]></kwd>
<kwd lng="pt"><![CDATA[Língua Materna]]></kwd>
<kwd lng="pt"><![CDATA[Língua Segunda]]></kwd>
<kwd lng="pt"><![CDATA[Língua Estrangeira]]></kwd>
<kwd lng="en"><![CDATA[Language teaching]]></kwd>
<kwd lng="en"><![CDATA[Offi language]]></kwd>
<kwd lng="en"><![CDATA[Mother Tongue]]></kwd>
<kwd lng="en"><![CDATA[Second Language]]></kwd>
<kwd lng="en"><![CDATA[Foreign Language]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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