The Teaching of Portuguese
No. 1 JUNE 2010
In «The Teaching of Portuguese», the existence of a certain pedagogy seen as innovative is emphasised, but it is in fact based on the application of outdated theories of education. Officially part of teaching since 2003, it was reflected in the curricula, fostering light-hearted rivalry between «old» (which is not welcome and has no playful character) and «new» (which is privileged because it is recreational), with the consequent change in vocabulary and values that characterise the «change» instituted and uncritically validated as certain.
Thus, demand, willpower, the desire to overcome difficulties, to understand and to learn were replaced en masse by living at ease and with guaranteed success, aiming at no more than achieving statistical goals. This situation has spread to all school subjects, particularly Portuguese, where informative texts and utilitarian texts are foolishly privileged, as well as descriptive and technical linguistics, to the detriment of literature and normative grammar, respectively.
Teachers, in whose competence students place their trust, cannot allow teaching to remain hostage to the dictates of «education specialists» whose theories have led, in practice, to the degradation of the Public School.
Published by FFMS and Relógio d'Água.
2010 edition
In «The Teaching of Portuguese», the existence of a certain pedagogy seen as innovative is emphasised, but it is in fact based on the application of outdated theories of education. Officially part of teaching since 2003, it was reflected in the curricula, fostering light-hearted rivalry between «old» (which is not welcome and has no playful character) and «new» (which is privileged because it is recreational), with the consequent change in vocabulary and values that characterise the «change» instituted and uncritically validated as certain.
Thus, demand, willpower, the desire to overcome difficulties, to understand and to learn were replaced en masse by living at ease and with guaranteed success, aiming at no more than achieving statistical goals. This situation has spread to all school subjects, particularly Portuguese, where informative texts and utilitarian texts are foolishly privileged, as well as descriptive and technical linguistics, to the detriment of literature and normative grammar, respectively.
Teachers, in whose competence students place their trust, cannot allow teaching to remain hostage to the dictates of «education specialists» whose theories have led, in practice, to the degradation of the Public School.
Published by FFMS and Relógio d'Água.
2010 edition
More details
Dimensions
7 × 130 × 200 mm
ISBN
978-989-8424-00-6
Book available only in Portuguese
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