O desempenho de estudantes de países africanos de língua oficial portuguesa no certificado de proficiência em língua portuguesa para estrangeiros (Celpe-Bras)

• Ano de defesa: 2021
• Autor(a) principal: Natália Moreira Tosatti
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; Brasil; FALE - FACULDADE DE LETRAS; Programa de Pós-Graduação em Estudos Linguísticos; UFMG
• Palavras-chave em Português: Certificado de Proficiência em Língua Portuguesa para Estrangeiros (Celpe-Bras); Programa de Estudantes-Convênio de Graduação (PEC-G); Países Africanos de Língua Oficial Portuguesa (PALOP); Lusofonia; Políticas Linguísticas; Letramentos; Língua portuguesa – Estudo e ensino – Falantes estrangeiros; Língua inglesa – Exames, questões, etc.; Aquisição de segunda linguagem; Política linguística
• Link de acesso: http://hdl.handle.net/1843/36528; https://orcid.org/0000-0002-6959-982X

This thesis, located within the field of Applied Linguistics, presents the results of a research aimed at analyzing the performance of candidates from African Countries of Portuguese Official Language (PALOP) taking the 2018 edition of the Certificate of Proficiency in Portuguese for Foreigners (Celpe-Bras) developed by the National Institute of Educational Studies and Researches Anísio Teixeira (INEP). Our investigation was based on reflections on language policy (Cf. SPOLSKY, 1998, 2004; SHOHAMY, 2006; DINIZ, 2010; 2012; RIBEIRO DA SILVA, 2011, 2013) and assessment (MESSICK, 1996, McNAMARA, 2000; SCHOFFEN, 2009; SCARAMUCCI, 2004, 2009, 2016). We were also guided by problematizations of the concept of lusophony (FARACO, 2012, 2013; MARIANI, 2004; PONSO, 2009). Celpe-Bras is an instrument of linguistic policy (DINIZ, 2009), participating in the process of disseminating and promoting Portuguese as an additional language, both in Brazil and abroad. The certification conferred by the Exam is today a requirement for participation in a federal academic cooperation program: Program for Undergraduate Student (PEC-G), established between Brazil and developing countries. Until 2012 the exam was not required for students from PALOP, who account for about 60% of participants in the program in question. However, since the publication of the Decree No. 7,948, March 12, 2013 (BRASIL, 2013), the Exam requirement was extended to all foreign students, without exception. Data provided by INEP for this research – regarding 106 participants from PALOP - pointed out that 61.3% of the examinees demonstrated proficiency in the Oral Part of the exam. On the other hand, in the Written Part, the performance was significantly lower: 28.3% were not certified; 26.4% reached Intermediate level, minimum certification given by the exam; 28.3% reached Upper Intermediate level; 15.1% were in the Advanced level and 1.9% in the Superior Advanced. Based on the analysis of the written productions of these examinees and considering the construct that governs the exam, we have sought evidence that could lead us to understand this performance. In the analysis of our corpus, lexical, morphological or syntactic inadequacies that could have compromised the reading and understanding of the texts produced by the candidates were rare. There were also rare misunderstandings regarding the essay questions of each task, which must be mobilized in the examinees' productions. We found that the main reasons that interfered in the performance of these participants are associated with the structuring of the discursive genres requested in some of the tasks, mainly in what involves the proper construction of the interaction. The result of these analyses thus allows us, through empirical data, to question the mandatory proof of proficiency in Portuguese through Celpe-Bras for participants from PALOP. Such a requirement seems to indicate that the knowledge of these students regarding the use of the Portuguese language is devalued based on a conception of language and proficiency supported by an official Brazilian position. This may lead us to infer that the Brazilian State do not legitimize the candidates’ Portuguese language nor their education in this language. Such stance comes against the ideas relating the linguistic partnership and cooperation underlying the Community of Portuguese Speaking Countries (CPLP). In view of the need faced by PALOP students applying for PEC-G regarding the production of certain discursive genres, we understand that the implementation of courses that contribute to the certain discursive genres and academic literacy of these students would be far more relevant and appropriate than any required exam.