Políticas linguísticas e práticas educativas em países africanos de língua oficial portuguesa: uma análise da inserção das línguas residentes nos sistemas de ensino de Angola, Moçambique e São Tomé e Príncipe

Abstract

This thesis is the result of a research that analyzes the insertion of resident languages in the educational systems of Angola, Mozambique and São Tomé e Príncipe, framing linguistic policies and their educational practices in the context of the official Portuguese language. Assuming that all social reality is shaped by historical and cultural factors, the analysis of linguistic and educational policies in the three countries under study is linked to the processes of colonization, decolonization and construction of the Nation-State and in the sociolinguistic scenario of these countries. With the main objective of mapping the actions of linguistic and educational policies in the three selected countries, data was generated through the analysis of official documents of colonial and post-colonial linguistic and educational policies, such as Decrees, Resolutions, Laws of Bases of Educational Systems, curricular proposals, and textbooks. In addition to document analysis, interviews were carried out with academics and researchers, with the aim of indicating the ongoing debate in the three countries and the positions on language policies in idealized and current practices. Given the reach of the theme, the research had linguistic policy as a theoretical-methodological support, as a subfield of applied linguistics, sociolinguistics, and bilingual education. The research found similarity and peculiarities in the linguistic planning between the three countries, resulting from their sociolinguistic and educational peculiarities.The Portuguese language is official and schooling language in the three countries; but its appropriation is proportionally different between them; In Mozambique, Portuguese is often spoken by about 17%, in Angola by 71% of the population; while in São Tomé and Príncipe, close to 100%. In Mozambique, the Basic Law of the Educational System made bilingual education official, while in Angola and São Tomé Príncipe, education is only monolingual, although, in Angola, there are literacy projects in national languages. However, in the three countries there are debates and political tensions on the promotion and teaching of indigenous languages. Keywords: Language policy. Multilingualism. Bilingual Education.