A influência negativa da imposição do Português num contexto multilíngue e multicultural Bantu: caso do ensino fundamental em Moçambique

Abstract

This research aims to address the Public Policies on linguistic, social and cultural factors that can influence the difficult transition of students from the Bantu languages to the Portuguese language. Despite the Government's effort to begin with the massification of education and literacy campaigns, this goal is difficult to achieve because the reasons why a large number of students complete the fundamental level without having developed the basic skills in suburban and rural areas. Looking at this fact, one might think that the problem is in the students or at school, but in reality it is not. The problem is anchored in the policy of national integration, thus in a purely political fact, a policy that would enable students to transition from an indigenous language to the language of instruction. It was from this restlessness that I aimed to approach, to discuss, this problem with the purpose of analyzing some solutions to minimize the problem of the learning difficulties in the language of instruction. From this uneasiness I asked the following question: how does the Portuguese language teaching program translate into pedagogical practices for the training of readers and the production of texts in public schools, where the majority of students have Bantu languages as their mother tongues? With regard to the methodological approach of the work will be qualitative, theoretical-conceptual, which is justified by the nature of the research problem