TRANSLANGUAGING E CROSS-CULTURAL LEARNING NA EDUCAÇÃO BILINGUE EM MOÇAMBIQUE: ANÁLISE SOBRE A PARTICIPAÇÃO DOS ALUNOS NA CONSTRUÇÃO DE CONHECIMENTO CIENTÍFICO
Palavras-chave:
Ciência, fundos de conhecimentos, translanguaging, cross-cultural learningResumo
Os níveis de participação e de interacção dos alunos no programa transicional em Moçambique são qualitativamente elevados nas primeiras três classes leccionadas em língua materna. Os alunos e o professor colaboram activamente na construção do conhecimento nas aulas. Contudo, este cenário desaparece quando, o Português (L2) torna-se meio de instrução a partir da 4ª classe. Os alunos não possuem a proficiência em L2 que os possibilite participar activamente na construção do conhecimento nas aulas. Os alunos recorrem às estratégias de safetalk (silêncio, timidez, repetição, coro, voz baixa e murmúrio) como estratégia de participação nas aulas (CHICK, 1996). O ensino-aprendizagem torna-se inflexível e monótono. Com base na pesquisa-acção participativa, o estudo discute o impacto linguístico e pedagógico da translanguaging (GARCÍA, 2009; GARCÍA e WEI, 2014) e de cross-cultural learning/ collateral learning (JEGEDE, 1995; JEGEDE, 1999; JEGEDE e AIKENHEAD, 1999; AIKENHEAD e JEGEDE, 1999) como proposta pedagógica para o ensino-aprendizagem da ciência nas classes de pós-transição. Os resultados deste estudo mostram que a incorporação de recursos linguísticos e os fundos de conhecimentos no ensino da ciência promovem a participação qualitativa dos alunos nas aulas, desenvolve a proficiência e as habilidades académicas em ambas línguas e flexibiliza e dinamiza o ensino-aprendizagem.
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