Global education through teaching/learning Portuguese as a mother tongue: a formative journey

ABSTRACT This study aimed, on the one hand, to identify representations of future childhood educators and primary school teachers on global education, and, on the other hand, to analyze the influence of such representations on the promotion of teaching/learning situations in the field of Education in Portuguese as a mother tongue. As part of a Curricular Unit of a Professional Master’s degree from Bologna, data were collected and analyzed from a questionnaire applied at the beginning of the semester (initial representations) and individual written reflections presented at the end of the course (final representations), as well as seven lesson plans and respective foundations, oriented towards the development of oral and written communication skills in Portuguese from a global education perspective. In this paper, we present a cross analysis of all this data. From this, it was concluded that attending the classes of the Curricular Unit changed the students’ beliefs concerning global education, although such students reported difficulties in what comes to promote this perspective within the teaching/learning of Portuguese as a mother tongue.摘要 本研究一方面旨在厘清未来幼儿教育工作者与小学教师对全球教育的认知观念，另一方面则分析此类观念对母语葡萄牙语教育领域教学情境创设的影响。本研究依托博洛尼亚体系职业硕士专业的一门课程单元，收集并分析了三类数据：学期初施测的调查问卷（用于获取初始认知观念）、课程结课时提交的个人书面反思（用于获取终期认知观念），以及7份基于全球教育视角、旨在培养葡萄牙语口语与书面沟通能力的教案及其设计依据。本文对上述全部数据开展交叉分析。研究结果表明，参与该课程单元的学习后，学生关于全球教育的信念发生了显著转变；但学生们同时坦言，在母语葡萄牙语的教与学活动中融入该教育视角仍存在一定困难。