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Page 1: A Internacionalização da Língua Portuguesa.pdf
Page 2: A Internacionalização da Língua Portuguesa.pdf

Page 3: A Internacionalização da Língua Portuguesa.pdf

A InternAcIonAlIzAção dA línguA PortuguesAPara uma política articulada de promoção e difusão

Lisboa, 2010Disponível em http://www.gepe.min-edu.pt

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Ficha técnica

título

A Internacionalização da Língua Portuguesa. Para uma política articulada de

promoção e difusão

autoria

Carlos Reis (Coord), Ana Paula Laborinho, Isabel Leiria, Mário Filipe, Fátima Pinheiro

Edição

© Gabinete de Estatísticas e Planeamento da Educação (GEPE)

Av. 24 de Julho, 134

1399-954 Lisboa

tel.: 213 949 200

Fax.: 213 957 610

E-mail: [email protected]

URL: www.gepe.min-edu.pt

capa

P.I.M.C. Lda

([HFXomR�*UiÀFDEditorial do Ministério da Educação (EME)

tel.: 219 266 600 | Fax.: 219 202 765

E-mail: [email protected] | URL: www.eme.pt

iSBn

978-972-614-499-1

tiragem

�0� exemplares

Outubro de 2010

Page 5: A Internacionalização da Língua Portuguesa.pdf

3A Internacionalização da Língua Portuguesa | 2010

| Nota prévia

Nota Prévia

O texto que agora se publica, por iniciativa do Gabinete de Estatística e Planeamento da

Educação, resultou de uma solicitação conjunta das Secretarias de Estado da Educação

e da Cooperação e Negócios Estrangeiros. Durante cerca de quatro meses, de Janeiro a

Maio de 2008, um grupo de trabalho que coordenei e que integrava a Prof.ª Ana Paula

Laborinho, a Prof.ª Isabel Leiria, o Prof. Mário Filipe e a Dra. Fátima Pinheiro tratou de

UHÀHFWLU�VREUH�D�LQWHUQDFLRQDOL]DomR�GD�OtQJXD�SRUWXJXHVD�±�RV�VHXV�DJHQWHV��RV�UHFXUVRV�

GH�TXH�GHYH�GLVSRU��RV�HVSDoRV�HP�TXH�VH�FRQFUHWL]D�H�VREUHWXGR�DV�SULRULGDGHV�HVWUDWp-

JLFDV�SRU�TXH�GHYH�UHJHU�VH�±��WHQGR�HP�YLVWD�D�SURGXomR�GR�GRFXPHQWR�RULHQWDGRU�TXH�

a seguir se divulga.

Durante o tempo em que se desenrolou a tarefa que nos foi pedida, ouvimos muitos dos

intervenientes neste processo, consultámos muita e variada documentação, observámos

e avaliámos práticas levadas a cabo noutros países, em particular naqueles que connosco

WrP�DOJXPD�D¿QLGDGH��2�TXH�DTXL�¿FD�HQFHUUD�XP�SRWHQFLDO�GH�GHVHQYROYLPHQWR�TXH��SHUV-

pectivando uma política de língua articulada, consistente e continuada, pode contribuir

para aquilo que há muito se deseja, com frequência se anuncia, mas está ainda, em boa

SDUWH��SRU�FXPSULU��ID]HU�GR�SRUWXJXrV�XP�LGLRPD�FRP�D�SURMHFomR�LQWHUQDFLRQDO�TXH�RV�

VHXV�PDLV�GH�����PLOK}HV�GH�IDODQWHV�MXVWL¿FDP�

2�UHODWyULR�¿QDO�D�VHJXLU�SXEOLFDGR�IRL�UHGLJLGR�SRU�PLP��PDV�FRQWRX�FRP�D�FRQVWDQWH��

atenta e competente intervenção dos meus colaboradores, a quem muito agradeço.

Do mesmo modo, agradeço ao GEPE, na pessoa do seu director-geral, Dr. João Mata, a

publicação deste texto e dos anexos que o completam.

Carlos Reis

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Sumário

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Sumário

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| Sumário

7A Internacionalização da Língua Portuguesa | 2010

Sumário

0. Guião de leitura . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

1. Considerações preliminares: trajecto de análise . . . . . . . . . . . . . . . . . . . . 13

2. reflexões interCalares: 6LWXDo}HV��D¿UPDo}HV�H�UHIXWDo}HV� . . . . . . . . . . . 17

3. espaços de difusão: *HRJUD¿D�GD�OtQJXD�SRUWXJXHVD� . . . . . . . . . . . . . . . . . . . 20

4. aGentes e instrumentos: 6XEVtGLRV�SDUD�XPD�DQiOLVH�FUtWLFD� . . . . . . . . . . . 26

5. Confrontos: 2XWUDV�SUiWLFDV� . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

6. para uma estratéGia de internaCionalização: &LQFR�SULRULGDGHV� . . . . . 35

7. intervenções estratéGiCas: 0HGLGDV�H�LQVWUXPHQWRV�GH�DFomR� . . . . . . . . . 38

8. ConClusões . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

Anexos

ana paula laborinho: o português na Ásia e na oceânia . . . . . . . . . . . . . . . . . . 45

fernanda Costa: prolinGua: projecto regional GD�/tQJXD�3RUWXJXHVD�QD�ÈIULFD�$XVWUDO� . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

,VDEHO�/HLULD��'H¿QLomR�GR�3HU¿O�GR�3URIHVVRU� GH�3RUWXJXrV�/tQJXD�QmR�0DWHUQD� . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68

4XDGUR�TXH�LGHQWL¿FD�DV�LQVWLWXLo}HV� FRP�DV�TXDLV�R�,QVWLWXWR�&DP}HV�FRRSHUD� . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

0iULR�)LOLSH��'LIXVmR�GD�/tQJXD�3RUWXJXHVD� HP�(QVLQR�D�'LVWkQFLD��0HWRGRORJLDV�GH�e-learning . . . . . . . . . . . . . . . . . . . . . . . 81

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Guião de leitura

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Guião de leitura

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| Guião de Leitura

11A Internacionalização da Língua Portuguesa | 2010

Guião de leitura

1. consIderAções PrelImInAres: trajecto de análise

3RQWRV�GH�SDUWLGD��WUrV�DVVHUo}HV��*UXSR�GH�WUDEDOKR��(QWLGDGHV�FRQVXOWDGDV�H�GRFXPHQWRV�DQDOLVDGRV��&RQFOXV}HV�SURYLVyULDV�

2. reflexões IntercAlAres: sLWXDo}HV��D¿UPDo}HV�H�UHIXWDo}HV

'H¿QLo}HV� IXQGDPHQWDLV�� ,QWHUQDFLRQDOL]DomR�GD� OtQJXD��DVSHFWRV�H�HIHLWRV��$UWLFXODomR�OtQJXD�FXOWXUD��R�SRUWXJXrV�FRPR�OtQJXD�GH�FXOWXUD��$OJXQV�OXJDUHV�FRPXQV�SHUYHUVRV�H�D�UHDOLGDGH�GDV�FRLVDV��RV�Q~PHURV�H�R�VHX�VLJQL¿FDGR��$OJXPDV�FLUFXQVWkQFLDV�IDYRUiYHLV�SDUD�D� LQWHUQDFLRQDOL]DomR�GD�OtQJXD�SRUWXJXHVD��2�HQVLQR�GD�OtQJXD�FRPR�PRGDOLGDGH�HVSHFLDO�GH�HGXFDomR�HVFRODU�

3. esPAços de dIfusão: gHRJUD¿D�GD�OtQJXD�SRUWXJXHVD

$�JHRJUD¿D�GD�OtQJXD�SRUWXJXHVD��RV�Q~PHURV�GD�SUHVHQoD�SRUWXJXHVD�H�D�VXD�FDUDFWHUL-]DomR��$�UHGH�GH�HQVLQR��GLYHUVLGDGH�H�YDULDQWHV��$�OtQJXD�SRUWXJXHVD�QRV�(VWDGRV�8QLGRV��Q~PHURV�H�LQGLFDGRUHV��$�OtQJXD�SRUWXJXHVD�QR�2ULHQWH��FRQGLo}HV�GH�FUHVFLPHQWR�H�GH�LQWHUQDFLRQDOL]DomR��$�OtQJXD�SRUWXJXHVD�QD�ÈIULFD��RXWUDV�FRQGLo}HV�GH�FUHVFLPHQWR�H�GH�LQWHUQDFLRQDOL]DomR��$�VLWXDomR�GD�OtQJXD�SRUWXJXHVD�QD�(VSDQKD��$�TXHVWmR�GDV�DOLDQoDV�estratégicas.

4. Agentes e Instrumentos: subsídios para uma análise crítica

$� IRUPDomR� GRV� SURIHVVRUHV�� SDUkPHWURV� SDUD� R� SHU¿O� GR� SURIHVVRU�� ,QVWUXPHQWRV� GH� WUDEDOKR��TXDGURV�GH�UHIHUrQFLD��R�4XD5(3(��2�,QVWLWXWR�&DP}HV��YDOrQFLDV�H�TXHVW}HV�D�DQDOLVDU��GLPHQVLRQDPHQWR��UHVSRQVDELOLGDGHV��DOLDGRV�LQWHUQRV��SURIHVVRUHV��OHLWRUHV�H�FHQWURV�GH�OtQJXD��2�HQVLQR�SRUWXJXrV�QR�HVWUDQJHLUR��Q~PHURV�H�FLUFXQVWkQFLDV��2XWUDV�HQWLGDGHV��2�SDSHO�GDV�IXQGDo}HV�

5. confrontos: outras práticas

2�%ULWLVK�&RXQFLO��R�*RHWKH�,QVWLWXW�H�R�,QVWLWXWR�&HUYDQWHV��'LPHQV}HV��SURFHGLPHQWRV��DFWLYLGDGHV�H�SUiWLFDV�GH�JRYHUQDomR��$�TXHVWmR�GD�GHSHQGrQFLD�SROtWLFD�

6. PArA umA estrAtégIA de InternAcIonAlIzAção: cinco prioridades

2�HL[R�GR�HQVLQR�H�R�HL[R�JHRJUi¿FR��&LQFR�SULRULGDGHV�HVWUDWpJLFDV��FRQFHUWDomR��UDFLRQD-OL]DomR�LQVWUXPHQWDO��OHJLWLPDomR��IRUPDomR�H�PRGHUQL]DomR��$�TXHVWmR�GD�YRQWDGH�SROtWLFD�

7. Intervenções estrAtégIcAs: medidas e instrumentos de acção

0HGLGDV�HVWUDWpJLFDV��SODQR�GH�SDUFHULDV�HVWUDWpJLFDV��UHIXQGDomR�LQVWLWXFLRQDO��DFo}HV�GH�OHJLWLPDomR��IRUPDomR�GH�SURIHVVRUHV�H�LQYHVWLJDomR�FLHQWt¿FD��,QVWUXPHQWRV�GH�DFomR��RULHQWDo}HV�GH�UHIHUrQFLD��FHQWURV�GH�OtQJXD��SURJUDPDV�ORFDLV��2EVHUYDWyULR�GD�/tQJXD�3RUWXJXHVD�QR�(VWUDQJHLUR�H�3RUWDO�GD�/tQJXD�3RUWXJXHVD�QR�(VWUDQJHLUR�

8. conclusões

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13A Internacionalização da Língua Portuguesa | 2010

| Consideraçõespreliminares

1. consIderAções PrelImInAres: trajecto de análise

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�� $�OtQJXD�SRUWXJXHVD�FRQVWLWXL�XP�LQVWUXPHQWR�GH�D¿UPDomR�HVWUDWpJLFD�TXH�WUDQV� FHQGH�D�HVWULWD�GLPHQVmR�GD�HVIHUD�OLQJXtVWLFD�

�� $�SURMHFomR�LQWHUQDFLRQDO�GD�OtQJXD�SRUWXJXHVD�QmR�FRUUHVSRQGH��QHVWH�PRPHQWR��j�GLPHQVmR�GR�VHX�XQLYHUVR�GH�IDODQWHV�

�� 8PD�SROtWLFD�GH�OtQJXD�GHYH��GH�IRUPD�DUWLFXODGD�H�FRHUHQWH��FRQJUHJDU�HVIRUoRV�GH�GLYHUVRV�SURWDJRQLVWDV�HP�3RUWXJDO�H��QXP�SODQR�TXH�XOWUDSDVVD�R�SUHVHQWH�UHODWyULR��FRQYRFDU�WDPEpP�D�LQWHUYHQomR�GH�RXWURV�SDtVHV��QR�TXDGUR�GD�&RPXQLGDGH�GRV�3DtVHV�GH�/tQJXD�3RUWXJXHVD�

(P�IXQomR�GHVWDV�WUrV�DVVHUo}HV��FRQVWLWXLX�VH�R�JUXSR�GH�WUDEDOKR�UHVSRQViYHO�SRU�HVWH�UHODWyULR�¿QDO�H�TXH�WHP�D�VHJXLQWH�FRPSRVLomR�

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�� ana paula laborinho

�� isabel leiria

�� 0DULD�GH�)iWLPD�3LQKHLUR

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'HVGH� ORJR�¿FRX�SDWHQWH�TXH�D�UHÀH[mR�D� OHYDU�D�FDER�±�SDVVDQGR�SUHOLPLQDU� PHQWH�SRU�XP�EUHYH�GLDJQyVWLFR�GD�VLWXDomR�DFWXDO�GD�OtQJXD�SRUWXJXHVD��QR�TXH�j�VXD�LQWHUQDFLRQDOL]DomR�GL]�UHVSHLWR�±�GHYHULD�FRQWHPSODU�VREUHWXGR�GRLV�YHFWRUHV�GH�DQiOLVH��R�GR�HQVLQR�GD�/tQJXD�H�GD�&XOWXUD�3RUWXJXHVDV�QR�HVWUDQJHLUR�H�R�GD�FRRSHUDomR�LQWHUQDFLRQDO��QDTXHOHV�DVSHFWRV�HP�TXH�D�FRPSRQHQWH�OLQJXtVWLFD�SRGH�H�GHYH�VHU�HQYROYLGD��1HVVH�VHQWLGR��UHYHODUDP�VH�PXLWR�VLJQL¿FDWLYRV�GLYHUVRV�SDVVRV� GR� GRFXPHQWR�Uma Visão Estratégica para a Cooperação Portuguesa �5HVROXomR� GR� &RQVHOKR� GH�0LQLVWURV� Q��� ���������� EHP� FRPR� HQFRQWURV� GH�WUDEDOKR�FRP�R�6HFUHWiULR�GH�(VWDGR�GRV�1HJyFLRV�(VWUDQJHLURV�H�GD�&RRSHUDomR��01(���FRP�R�6HFUHWiULR�GH�(VWDGR�GDV�&RPXQLGDGHV��01(��H�FRP�R�6HFUHWiULR�GH�(VWDGR�$GMXQWR�H�GD�(GXFDomR��0(���

1.2. ,PSRUWD��HQWUHWDQWR��UHJLVWDU�QHVWH�PRPHQWR�H�GH�IRUPD�VXFLQWD�RV�SDVVRV�PDLV�LPSRUWDQWHV�TXH�IRUDP�GDGRV��DWp�VH�FKHJDU�D�HVWH�UHODWyULR�¿QDO��FRQ¿JXUDQGR�XP�WUDMHFWR�GH�DQiOLVH�FRP�LQFLGrQFLDV�GH�RUGHP�VyFLR�OLQJXtVWLFD��SROtWLFD��OHJDO�H�LQVWL-WXFLRQDO��'HVGH�Mi��PHUHFHP�UHIHUrQFLD�DV�HQWLGDGHV�FRQWDFWDGDV�SDUD�HVWH�HIHLWR��EHP�FRPR�RV�SULQFLSDLV�GRFXPHQWRV�GH�UHIHUrQFLD�TXH�IRUDP�FRQVXOWDGRV��$VVLP��

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14 2010 | A Internacionalização da Língua Portuguesa

Considerações |preliminares

�� )XQGDomR�&DORXVWH�*XOEHQNLDQ�

�� )XQGDomR�2ULHQWH��

�� 6HFUHWDULD�GH�(VWDGR�GDV�&RPXQLGDGHV�

�� &RQVHOKR�GDV�&RPXQLGDGHV�3RUWXJXHVDV�

�� $JrQFLD�GH�,QYHVWLPHQWR�H�&RPpUFLR�([WHUQR�GH�3RUWXJDO�

�� *DELQHWH�GH�(VWDWtVWLFD�H�3ODQHDPHQWR�GD�(GXFDomR��0LQ��GD�(GXFDomR��

$�SDU�GHVWHV�FRQWDFWRV�LQVWLWXFLRQDLV��R�JUXSR�GH�WUDEDOKR�UHFROKHX�WHVWHPXQKRV� GH� FRRUGHQDGRUHV� GR� HQVLQR� GR� SRUWXJXrV� QR� HVWUDQJHLUR�� WDQWR� HP� UHXQL}HV� SUHVHQFLDLV� FRPR� HP� GRFXPHQWRV� GH� WUDEDOKR� TXH� SRU� HOHV� IRUDP� HQYLDGRV��6XEOLQKH�VH�GHVGH�Mi�TXH��WHQGR�HP�YLVWD�RV�SURSyVLWRV�GR�SUHVHQWH�UHODWyULR�¿QDO��HVWHV�IRUDP�DOJXQV�GRV�PDLV�H[SUHVVLYRV�FRQWULEXWRV�GH�TXH�VH�GLVS{V��FRQIRUPH�DGLDQWH�VH�YHUi��$VVLP�

�� 'UD��*HUWUXGHV�$PDUR��)UDQoD��

�� 'UD��0DULD�-RVp�GH�0DWRV��(VSDQKD�H�$QGRUUD��

�� 'U��-RVp�3DVFRDO��5HLQR�8QLGR��

�� 'UD��0DUJDULGD�/pY\��6XtoD��

�� 'UD��)HUQDQGD�&RVWD��ÈIULFD�GR�6XO��

�� 'UD��$QWRQLHWD�0HQGRQoD��$OHPDQKD��

8PD� PHQomR� SDUWLFXODU� p� GHYLGD� DTXL� jV� UHXQL}HV� GH� WUDEDOKR� KDYLGDV� FRP� HQWLGDGHV� UHVSRQViYHLV� SHOR� HQVLQR� H� SHOD� GLIXVmR� QR� HVWUDQJHLUR� GH� RXWUDV� OtQJXDV�HXURSHLDV��EHP�FRPR�DRV�GRFXPHQWRV�SRU�HODV�IDFXOWDGRV��$�VDEHU��

�� ,QVWLWXWR�&HUYDQWHV1�

�� *RHWKH�,QVWLWXW�,QVWLWXWR�$OHPmR��3RUWXJDO��

�� %ULWLVK�&RXQFLO��3RUWXJDO��

�� (PEDL[DGD�GH�)UDQoD�HP�/LVERD2.

3DUD� DOpP� GLVVR�� GHYHP� VHU�PHQFLRQDGRV� DTXHOHV� GRFXPHQWRV� TXH� GH� IRUPD� PDLV�FRQVHTXHQWH�VXVFLWDUDP�D�UHÀH[mR�GR�JUXSR�GH�WUDEDOKR��$VVLP�H�WHQGR�HP�DWHQomR�D�RULJHP�GHVVD�GRFXPHQWDomR�

�� $VVHPEOHLD�GD�5HS~EOLFD�

± Relatório da Comissão de Educação, Ciência e Cultura. 20 de Abril-1 de Maio de 2001.

�� Conselho de ministros:

± Resolução do Conselho de Ministros n.º 196/2005. Uma Visão Estratégica para a Cooperação Portuguesa.

1� 5HXQLmR�HP�0DGULG�FRP�D�'LUHFWRUD�GR�,&��&DUPHQ�&DIIDUHO��H�FRP�R�UHVSHFWLYR�'LUHFWRU�$FDGpPLFR��-RUJH�8UUXWLD�

2� 6HQKRUD�)UDQoRLVH�7DX]HU�6DEDWHOOL��$WWDFKp�GHV�$IIDLUHV�GH�&RRSpUDWLRQ�(GXFDWLYH��

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15A Internacionalização da Língua Portuguesa | 2010

| Consideraçõespreliminares

�� *RYHUQR�GD�5HS~EOLFD�0LQLVWpULR�GD�(GXFDomR�

± Decreto-Lei n.º 165/2006 de 11 de Agosto� >5HJLPH� MXUtGLFR�GR�HQVLQR�SRUWXJXrV� QR�HVWUDQJHLUR@�

± Decreto Regulamentar n.º 13/2006 de 11 de Agosto�>1RUPDV�WpFQLFDV�GRV�FRQFXUVRV�SDUD�R�SUHHQFKLPHQWR�GRV�OXJDUHV�GH�GRFHQWHV�GH�HQVLQR�SRUWXJXrV�QR�HVWUDQJHLUR@�

± QuaREPE. Quadro de Referência para o Ensino do Português no Estrangeiro;

± Ensino Português no Estrangeiro �/LVERD��*(3(�(3(��������

± Caracterização Nacional dos Alunos com Língua Portuguesa como Língua Não Materna �(QWLGDGH�5HVSRQViYHO��'HSDUWDPHQWR�GH�(GXFDomR�%iVLFD��

�� *RYHUQR�GD�5HS~EOLFD�6HFUHWDULD�GH�(VWDGR�GDV�&RPXQLGDGHV�

± Reunião com a Comissão de Educação, Ciência e Cultura. 3 de Outubro de 2006;

± Ensino Português no Mundo;

± Embaixada de Portugal. Coordenação de Ensino. Alemanha. Normas de Funciona-mento Interno. Cursos de Língua e Cultura Portuguesas;

± Embaixada de Portugal. Coordenação de Ensino. Alemanha. Plano de Actividades 2007.

�� )XQGDomR�/XVR�$PHULFDQD�SDUD�R�'HVHQYROYLPHQWR��)/$'��

± The Portuguese Language Initiative;

± Report on Schools Teaching Portuguese in the United States of America, 2002-2004;

± Snapshot of the Portuguese Language. Luso-American Foundation. November 2005;

± Promoção da Língua Portuguesa no Mundo. Reunião de Trabalho realizada na Fundação Luso-Americana em 5 de Novembro de 2007;

�� )XQGDomR�&DORXVWH�*XOEHQNLDQ�

± 3URJUDPD�*XOEHQNLDQ�GH�$MXGD�DR�'HVHQYROYLPHQWR�

�� &RQVHOKR�GD�(XURSD�

± European Charter for Regional or Minority Languages. 6WUDVERXUJ����;,������

± Quadro Europeu Comum de Referência para as Línguas – Aprendizagem, ensino, avaliação

�� outros:

± $PDGHX�%DWHO��GR�&RQVHOKR�GDV�&RPXQLGDGHV�3RUWXJXHVDV���As políticas externas de língua e cultura portuguesas para as Comunidades;

± $PDGHX�%DWHO��GR�&RQVHOKR�GDV�&RPXQLGDGHV�3RUWXJXHVDV���O Ensino de Português QDV�&RPXQLGDGHV��'HVD¿RV�)XWXURV��$�DFomR�GR�01(�,QVWLWXWR�&DP}HV��0LQLVWpULR�da Educação, Ministério da Ciência e Ensino Superior;

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16 2010 | A Internacionalização da Língua Portuguesa

Considerações |preliminares

± elena losada soler, Os Estudos de Lusitanística na Universidade de Barcelona;

± PROLINGUA (Projecto Regional da Língua na África Austral);

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Espaços de difusão |

20 2010 | A Internacionalização da Língua Portuguesa

3. esPAços de dIfusão: geogrAfIA dA línguA PortuguesA

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Espaços de difusão |

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Page 27: A Internacionalização da Língua Portuguesa.pdf

| Espaços de difusão

25A Internacionalização da Língua Portuguesa | 2010

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Page 28: A Internacionalização da Língua Portuguesa.pdf

Agentes e instrumentos |

26 2010 | A Internacionalização da Língua Portuguesa

4. Agentes e Instrumentos: subsídios para uma análise crítica

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Agentes e instrumentos |

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| Agentes e instrumentos

31A Internacionalização da Língua Portuguesa | 2010

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Agentes e instrumentos |

32 2010 | A Internacionalização da Língua Portuguesa

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| Confrontos

33A Internacionalização da Língua Portuguesa | 2010

5. confrontos: outras práticas

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6. PArA umA estrAtégIA de InternAcIonAlIzAção: cinco prioridades

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36 2010 | A Internacionalização da Língua Portuguesa

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38 2010 | A Internacionalização da Língua Portuguesa

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40 2010 | A Internacionalização da Língua Portuguesa

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41A Internacionalização da Língua Portuguesa | 2010

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42 2010 | A Internacionalização da Língua Portuguesa

Conclusões |

8. conclusões

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4XDUWD�FRQFOXVmR��VH�RV�UHFXUVRV�¿QDQFHLURV�VmR�LPSRUWDQWHV��WHPD�VHPSUH�PXLWR�DFHQWXDGR�HQWUH�QyV���QmR�R�VmR�PHQRV�RV�UHFXUVRV�KXPDQRV��2�SDSHO��D�IRUPDomR�H�R�DSRLR�DRV�SURIHVVRUHV�QR�HVWUDQJHLUR��FRP�UHFRQKHFLPHQWR�GR�VHX�HVWDWXWR�SUySULR��VmR�GHFLVLYRV�

4XLQWD�FRQFOXVmR��XPD�SROtWLFD�GH�OtQJXD�EHQH¿FLDUi�GH�DOLDQoDV�EHP�SRQGHUDGDV�� QR� HVSDoR� LQWHUQR� H� QR� HVSDoR� H[WHUQR�� 1HVWH� ~OWLPR� FDVR�� VHUi� IXQGDPHQWDO�FRQYRFDU�R�HVIRUoR�H�R�HPSHQKDPHQWR�GRV�RXWURV�SDtVHV�GH�OtQJXD�R¿FLDO�SRUWX-JXHVD��SDUD�XPD�FDXVD�HP�TXH�WRGRV�GHYHP�UHYHU�VH��FRP�UHVSHLWR�SHODV�VXDV�VLQJXODULGDGHV�H�HVWiGLRV�GH�GHVHQYROYLPHQWR�

8.2. 'LVVH�R�ViELR��p�SUHFLVR�SODQWDU�XPD�ÀRUHVWD��)DoDPR�OR�Mi��SDUD�TXH�R�WHPSR�GR�FUHVFLPHQWR�±�WHPSR�ORQJR�H�GH�SDFLHQWH�HVSHUD�±�FRPHFH�D�SDVVDU��H�WHQKDPRV�FRQ¿DQoD�QR�WUDEDOKR�VLOHQFLRVR�GD�1DWXUH]D��'HSRLV��YLUi�D�VRPEUD�

Anexos

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Anexos

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| Anexos

45A Internacionalização da Língua Portuguesa | 2010

a iNterNacioNalização da líNGua PortuGueSa

o Português na ásia e na oceânia

ana paula laborinho

Timor e Austrália

A divulgação do português na Ásia e na Oceânia deve obedecer, à semelhança de outros

FRQWLQHQWHV��D�XPD�OyJLFD�GH�FRRUGHQDomR�UHJLRQDO�TXH�FRQVLGHUH�DV�HVSHFL¿FLGDGHV�ORFDLV�

sem prescindir de uma política linguística global.

1R�FDVR�GD�2FHkQLD��D�HVSHFL¿FLGDGH�PDLV�UHOHYDQWH�FRQVLVWH�QD�H[LVWrQFLD�GH�XP�SDtV�GH�

OtQJXD�R¿FLDO�SRUWXJXHVD�±�7LPRU�±�TXH�SHOD�VXD�KLVWyULD�UHFHQWH�GHSHQGH��HP�JUDQGH�

medida, da cooperação portuguesa que envolve vários departamentos do Estado português.

7DPEpP�QR�GRPtQLR�GD�OtQJXD�SRUWXJXHVD�VH�DVVLVWH�D�XPD�FRRUGHQDomR�ELFpIDOD��0(�

H�01(�,&��TXH�LPSRUWD�XQL¿FDU��DLQGD�TXH�PDQWHQGR�DV�JUDQGHV�iUHDV�GH�LQWHUYHQomR��

IRUPDomR�GH�SURIHVVRUHV�H�UHLQWURGXomR�GR�SRUWXJXrV�FRPR�OtQJXD�VHJXQGD��3URJUDPD�

/tQJXD���5H¿UD�VH�TXH�R�0(�UHFUXWRX��QR�SUHVHQWH�DQR����GRFHQWHV�SDUD�D�IRUPDomR�GH�

professores de português, enquanto o MNE-IC dispõe de 10 leitores que colaboram com

a Universidade de Dili, não sendo claros os objectivos de cada grupo. O Centro de Língua

Portuguesa do IC-MNE, situado na Universidade, oferece ainda cursos extracurriculares

H�FXUVRV�GH�SRUWXJXrV�SDUD�¿QV�HVSHFt¿FRV��VD~GH��GLUHLWR��VHJXUDQoD��FRPXQLFDomR�VRFLDO��

dirigentes políticos).

1D�$XVWUiOLD��DOpP�GD� FRPXQLGDGH�SRUWXJXHVD� HVWLPDGD�HP�PDLV�GH��������SHVVRDV�

�PDLV�GH�PHWDGH�FRQFHQWUDGD�QR�HVWDGR�GH�1RYD�*DOHV�GR�6XO�RQGH�VH�VLWXD�6LGQH\���R�LQWH-

UHVVH�SHOR�SRUWXJXrV�DXPHQWRX�FRP�D�LQGHSHQGrQFLD�GH�7LPRU��$�FRPXQLGDGH�SRUWXJXHVD��

DSHVDU�GH�PXLWR�DIDVWDGD��QmR�Vy�JHRJUD¿FDPHQWH�PDV�WDPEpP�FXOWXUDOPHQWH��GR�SDtV�GH�

RULJHP��RV�UHJUHVVRV�H�PHVPR�DV�YLVLWDV�RFDVLRQDLV�VmR�SRXFR�IUHTXHQWHV���PDQWpP�XPD�

SUR[LPLGDGH�DIHFWLYD��PDLV�GH�����D¿UPD�TXH�IDOD�SRUWXJXrV�HP�FDVD��TXH�VH�WUDGX]�QD�

oferta de cursos de português junto das associações e escolas comunitárias, bem como a

manutenção de uma comunicação social em português.

$VVLP��D�UHVSRVWD�jV�YiULDV�QHFHVVLGDGHV��FRPXQLGDGH�SRUWXJXHVD��LQWHUHVVH�SRU�7LPRU��

passa pelo apoio à abertura de cursos de licenciatura para formação de professores e

protocolos com as autoridades australianas que, aliás, possuem vários programas de

SURPRomR�GR�PXOWLOLQJXLVPR��5H¿UD�VH�TXH�H[LVWHP�HVFRODV�JRYHUQDPHQWDLV�TXH�LQFOXHP�

cursos de português, mas a sua expansão está dependente da habilitação de professores

nacionais. Em 2002, foi suspenso um programa, ainda incipiente, de licenciatura para

formação de professores, aberto cerca de três anos antes numa das principais universidades

GH�6LGQH\��FXMR�S~EOLFR�DOYR�SUHIHUHQFLDO�HUDP�RV�OXVR�GHVFHQGHQWHV��QD�VXD�PDLRULD�GH�

QDFLRQDOLGDGH�DXVWUDOLDQD��$�SUR[LPLGDGH�GH�7LPRU�DFRQVHOKD�D�XPD�FRRUGHQDomR�FRQMXQWD�

da intervenção nos dois países, bem como ponderada análise das possíveis sinergias.

5HFHQWHPHQWH�IRL�FULDGR�XP�OHLWRUDGR�GH�SRUWXJXrV�QD�8QLYHUVLGDGH�GH�2WDJR��'XQHGLQ�±�

Nova Zelândia) não sendo compreensível a resposta que pode dar às carências da região.

Page 48: A Internacionalização da Língua Portuguesa.pdf

Anexos |

46 2010 | A Internacionalização da Língua Portuguesa

Ásia Oriental

No caso do extenso continente asiático, a difusão do português tem uma tradição de várias

GpFDGDV�TXH�VH�HVWHQGH�GD�ËQGLD�DR�-DSmR��3RU�UD]}HV�TXH�VH�SUHQGHP�FRP�D�GLVWkQFLD�

JHRJUi¿FD�GH�3RUWXJDO��PDV�WDPEpP�FRP�DV�SUR[LPLGDGHV�FXOWXUDLV�HQWUH�HVWHV�SDtVHV��WHP�

YLQGR�D�VHU�XWLOL]DGR�XP�PRGHOR�GH�FRRUGHQDomR�UHJLRQDO��FRP�EDVH�HP�0DFDX��SRU�PHLR�

GH�XPD�LQVWLWXLomR�SULYDGD�±�,QVWLWXWR�3RUWXJXrV�GR�2ULHQWH��,325��±�FRP�SDUWLFLSDomR�

PDLRULWiULD�GR�(VWDGR�SRUWXJXrV�DWUDYpV�GR�,&�01(��������D�TXH�VH�MXQWD�D�)XQGDomR�

2ULHQWH�������H�XPD�SHTXHQD�SDUWLFLSDomR�GH�HPSUHVDV�SRUWXJXHVDV�FRP�LQWHUHVVHV�QD�

UHJLmR�������$SHVDU�GR�,325�WHU�VLGR�FULDGR�HP�������D�FRRUGHQDomR�GR�SRUWXJXrV��OtQJXD�

e cultura) só entrou em pleno funcionamento após a transferência da administração de

Macau para a RPC, visto que essa função se encontrava, em grande parte, cometida a

diversas instituições do Governo de Macau.

Nos termos da declaração conjunta assinada entre Portugal e a RPC sobre a questão

GH�0DFDX��D�OtQJXD�SRUWXJXHVD�FRQVHUYDUi�R�HVWDWXWR�GH�OtQJXD�R¿FLDO��D�SDU�GD�OtQJXD�

FKLQHVD��SHOR�SHUtRGR�GH����DQRV�DSyV�D�WUDQVIHUrQFLD�GH�VREHUDQLD��$SHVDU�GH�VHU�TXDVH�

residual a sua expressão como língua materna, tem havido em Macau um crescimento do

interesse pelo português, o que resulta sobretudo de factores económicos, mas também das

SROtWLFDV�OLQJXtVWLFDV�GR�*RYHUQR�FHQWUDO��1D�GpFDGD�GH�����DV�XQLYHUVLGDGHV�UHFHEHUDP�

RULHQWDo}HV�SDUD�LQWURGX]LUHP�QRV�SODQRV�GH�HVWXGRV�SHOR�PHQRV�GXDV�RSo}HV�GH�OtQJXDV�

HVWUDQJHLUDV��R�TXH�IH]�DXPHQWDU�D�SURFXUD�GR�SRUWXJXrV�FRPR�VHJXQGD�OtQJXD�HVWUDQ-

geira, não só Macau mas em toda a China, onde actualmente existem cinco leitorados

GH�SRUWXJXrV�HP�SRQWRV�HVWUDWpJLFRV��3HTXLP��;DQJDL��&DQWDL��+RQJ�.RQJ��+XD�4LDR���

Por outro lado, Macau foi declarado a plataforma de negociação com os países de língua

SRUWXJXHVD��R�TXH�VH�WRUQRX�UD]mR�SDUD�DSUHQGHU�SRUWXJXrV��(P�0DFDX��DOpP�GRV�FXUVRV�

GH�SRUWXJXrV�RIHUHFLGRV�SHOD�8QLYHUVLGDGH�GH�0DFDX��80��H�SHOR�,QVWLWXWR�3ROLWpFQLFR�

GH�0DFDX��,3/0���WDPEpP�DOJXPDV�HVFRODV�VHFXQGiULDV�LQWHJUDP�R�SRUWXJXrV�QRV�VHXV�

planos de estudos, além dos cursos extracurriculares oferecidos pelo IPOR. A UM dispõe

ainda de um programa de licenciatura em Estudos Portugueses e de pós-graduações

até agora maioritariamente dirigidas para o ensino do português. O IPL desenvolve

programas de licenciatura em tradução, em que colaboram universidades portuguesas

e a União Europeia.

No caso de Macau, e pela crescente importância que vem adquirindo como plataforma

regional de diálogo com os espaços da lusofonia, importa que o IPOR, enquanto repre-

sentação portuguesa, desenvolva uma estratégia de cooperação institucional e dirija a

sua intervenção prioritariamente para a formação de professores, a oferta de cursos

H[WUDFXUULFXODUHV�H�SDUD�¿QV�HVSHFt¿FRV��EHP�FRPR�D�SURPRomR�GH�DFWLYLGDGHV�FXOWXUDLV�

complementares do ensino da língua.

6H�D�&KLQD��SRU�UD]mR�GH�0DFDX��FRQVWLWXL�XP�FRQWH[WR�SDUWLFXODU�QD�UHJLmR��R�PHVPR�

acontece com a Índia e Goa. Existe actualmente um contexto mais favorável à difusão do

português enquanto língua de comunicação internacional, o que está patente no aumento

GD�RIHUWD�GH�FXUVRV�GH�SRUWXJXrV��JUDGXDo}HV�H�SyV�JUDGXDo}HV��HP�XQLYHUVLGDGHV�GH�1RYD�

'HOKL�����H�&DOFXWi������DOpP�GH�*RD��$�PDLRULD�GHVWHV�FXUVRV�p�DFWXDOPHQWH�OHFFLRQDGD�

por professores locais com níveis de formação que vão da licenciatura ao doutoramento,

Luís Pires
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| Anexos

47A Internacionalização da Língua Portuguesa | 2010

R�TXH�UHVXOWRX�GH�XPD�SROtWLFD�GH�DWULEXLomR�GH�EROVDV�GH�HVWXGR�HP�3RUWXJDO� �FXUVRV�

DQXDLV��H�0DFDX��FXUVRV�LQWHQVLYRV��

$�FUHVFHQWH�D¿UPDomR�GHVWHV�GRLV�JLJDQWHV�±�&KLQD�H�ËQGLD�±�HQTXDQWR�QRYDV�HFRQRPLDV�

TXH�DSRVWDP�HP�,'��MXVWL¿FD�D�VXD�HOHLomR�FRPR�REMHFWLYR�SULRULWiULR�SDUD�D�GLIXVmR�GD�

OtQJXD�QD�UHJLmR��j�VHPHOKDQoD��DOLiV��GH�SDtVHV�FRPR�D�(VSDQKD�TXH�HP������HOHJHUDP�

a Ásia como objectivo de difusão para a década).

$OpP�GHVWHV�GRLV�SDtVHV��SRGHPRV�DLQGD�FRQVLGHUDU�RXWUDV�LQWHUYHQo}HV�TXH��SRU�UD]}HV�

de proximidade, mas também de situação do português, agregaríamos em dois grandes

conjuntos.

A primeira área de intervenção consideraria a região do sudeste asiático, que incluiria

,QGRQpVLD��0DOiVLD��9LHWQDPH��7DLOkQGLD��)LOLSLQDV��$�VHJXQGD�iUHD�GH�LQWHUYHQomR�HQJOR-

baria a Coreia do Sul e o Japão.

Em todos os países do primeiro conjunto, existe uma ligação histórica a Portugal que

tende a ser considerada positiva e parte essencial das próprias identidades pelo que o

SRUWXJXrV�±�QD�VXD�YHUWHQWH�PDLV�FXOWXUDO�±�WHP�XPD�IRUWH�DFHLWDomR��$OpP�GLVVR��FRP�D�

R¿FLDOL]DomR�GD�OtQJXD�HP�7LPRU��R�SRUWXJXrV�SDVVRX�D�¿JXUDU�FRPR�OtQJXD�GD�UHJLmR�R�

TXH�WHP�IHLWR�DXPHQWDU�D�SURFXUD��7DPEpP�D�LQYHVWLJDomR�VREUH�DV�UHODo}HV�GH�LQÀXrQFLD�

do português e das línguas destes países tem desencadeado o interesse pela sua aprendi-

]DJHP��6mR�FRQVWDQWHV�RV�SHGLGRV�SDUD�D�DEHUWXUD�GH�FXUVRV�GH�SRUWXJXrV�TXH��QR�HQWDQWR��

FRQWLQXDP�D�UHVWULQJLU�VH�D�FXUVRV�GH�RSomR��1R�FDVR�GD�7DLOkQGLD��H[LVWH�XP�LQWHUHVVH�

suplementar representado pelo turismo, mas o gosto pela cultura e o conhecimento da

+LVWyULD�FRQWLQXDP�D�VHU�DSUHVHQWDGRV�FRPR�SULQFLSDLV�UD]}HV�SDUD�D�DSUHQGL]DJHP�GR�

português. A intervenção nestes países, sobretudo desde o ano 2000, tem privilegiado a

formação de professores locais, através da atribuição de bolsas de estudo em Portugal

�FXUVR�DQXDO��RX�0DFDX��FXUVRV�LQWHQVLYRV���WDQWR�PDLV�LPSRUWDQWH�TXDQWR�RV�FDOHQGiULRV�

HVFRODUHV�GHVWHV�SDtVHV�QmR�FRLQFLGHP�FRP�RV�RFLGHQWDLV��R�TXH�GL¿FXOWD�D�IUHTXrQFLD�GH�

cursos na Europa. Actualmente, existem leitorados de português em universidades da

0DOiVLD��.XDOD�/XPSXU���,QGRQpVLD��-DFDUWD���9LHWQDPH��+DQyL��H�7DLOkQGLD��%DQJXH-

coque, onde também existe um Centro Cultural com oferta de cursos extracurriculares).

1DV�)LOLSLQDV��~QLFR�SDtV�ODWLQR�GD�ÈVLD���IRL�IHFKDGR�HP������R�OHLWRUDGR�GH�SRUWXJXrV�

HP�0DQLOD��DEHUWR�WUrV�DQRV�DQWHV�SDUD�DSRLR�DRV�SURIHVVRUHV�ORFDLV��PDLV�XPD�YH]�QmR�

dando continuidade a um processo que precisaria de alguns anos para se consolidar.

Os casos da Coreia do Sul e do Japão constituem um outro domínio de intervenção pelo

grau de formação dos professores locais e, em consequência, o desenvolvimento que os

estudos portugueses atingiram.

Na Coreia do Sul, existem programas de licenciatura em duas universidades das principais

FLGDGHV��6HXO�H�3XVDQ��TXDVH�GD�LQWHLUD�UHVSRQVDELOLGDGH�GH�SURIHVVRUHV�ORFDLV�TXH��DLQGD�

QD�VXD�PDLRULD��VH�IRUPDUDP�QR�%UDVLO�H�HP�3RUWXJDO��DOJXQV�FRP�GRXWRUDPHQWR���1R�

FDVR�GH�3XVDQ��RV�GRLV�SURIHVVRUHV�WLWXODUHV�¿]HUDP�D�VXD�IRUPDomR�HP�3RUWXJDO�PDQWHQGR�

contactos regulares com as universidades portuguesas, o que levou o IC a escolher esta

XQLYHUVLGDGH�SDUD�LQVWDODU�R�&HQWUR�GH�/tQJXD�3RUWXJXHVD�H�QRPHDU�XP�OHLWRU��~QLFR�

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Anexos |

48 2010 | A Internacionalização da Língua Portuguesa

ensino do português na Coreia do Sul referido na página do IC-IPOR). Mas também a

8QLYHUVLGDGH�GH�+DQNXN��6HXO��UHYHOD�SDUWLFXODU�DWHQomR�jV�TXHVW}HV�GR�SRUWXJXrV�HXURSHX�

e da cultura portuguesa, tendo contratado um professor português que também colabora

QRV�FXUVRV�OLYUHV�GH�SRUWXJXrV�SURPRYLGRV�SHOD�(PEDL[DGD�GH�3RUWXJDO��5H¿UD�VH�TXH�D�

PpGLD�DQXDO�GH�IUHTXrQFLD�GH�FDGD�OLFHQFLDWXUD�URQGD�RV�����DOXQRV�

No Japão, os dados da Embaixada de Portugal referem 6 universidades com departa-

PHQWRV�GH�/tQJXD�H�RX�(VWXGRV�/XVR�%UDVLOHLURV��FRP�JUDGXDo}HV�H�SyV�JUDGXDo}HV��H�

6 universidades que oferecem o português como língua de opção do nível inicial ao nível

VXSHULRU��6DOLHQWH�VH�TXH�R�OHYDQWDPHQWR�IHLWR�SHOR�,325�HP������LQGLFDYD����XQLYHU-

VLGDGHV�MDSRQHVDV�FRP�HQVLQR�GR�SRUWXJXrV��7DPEpP�R�&HQWUR�&XOWXUDO�RIHUHFH�FXUVRV�

UHJXODUHV�DWp�DR�QtYHO�DYDQoDGR��HVWDQGR�HP�IXQFLRQDPHQWR�RV�H[DPHV�GH�FHUWL¿FDomR�

considerados essenciais pelos estudantes japoneses. No entanto, apesar da expressão

TXH�D� OtQJXD�SRUWXJXHVD�HQFRQWUD�QR�-DSmR� �FRPR� WDPEpP�D�FXOWXUD�SRUWXJXHVD�H�D�

cultura brasileira), não existem referências ao seu ensino no Japão quer no portal do

,QVWLWXWR�&DP}HV�TXHU�QR�SRUWDO�GR�,325��DSHVDU�GR�&HQWUR�&XOWXUDO�HVWDU�LQWHJUDGR�QD�

sua rede), o que é bem sintoma da necessidade de maior coordenação e articulação com

as instituições locais.

***

$�GL¿FXOGDGH�HP�UHXQLU�LQIRUPDomR�DFWXDOL]DGD�TXH�SURSRUFLRQDVVH�XP�TXDGUR�DSUR[LPDGR�

da situação do português na Ásia Oriental e Oceânia resulta, em primeiro lugar, da falta

GH�GLYXOJDomR�VLVWHPiWLFD�GH�LQGLFDGRUHV��FXUVRV��DOXQRV��SURIHVVRUHV��H�GH�XPD�SROtWLFD�

errática que nunca é pensada em grandes ciclos, com constantes alterações que consomem

UHFXUVRV�¿QDQFHLURV�H�KXPDQRV��2�PRGHOR�GH�FRRUGHQDomR�UHJLRQDO��H�VXVWHQWDomR�¿QDQ-

FHLUD��UHSUHVHQWDGR�SHOR�,325�DVVHQWD�QXPD�¿ORVR¿D�GH�QHJRFLDomR�HQWUH�SDUHV�TXH��QR�

entanto, não pode prescindir de uma orientação de política externa representada pelo

(VWDGR�SRUWXJXrV��FRQVXEVWDQFLDGD�QD�VXD�SRVLomR�PDLRULWiULD���5HFRQKHoDPRV��SRUpP��

que são os outros parceiros que constituem a linha de continuidade que pode tornar estes

projectos mais consistentes.

$WUDYpV�GR�FUX]DPHQWR�GH�GDGRV�GLVSRQtYHLV�QDV�YiULDV�LQVWLWXLo}HV��,&��,325��01(���QmR�

IRL�SRVVtYHO�HVWDEHOHFHU�D�UHGH�GH�FRRUGHQDomR�GR�,325�R�TXH�p�PDLV�XPD�YH]�VLQWRPD�GD�

falta de articulação e da ausência de objectivos claros para uma política do português

no estrangeiro.

/LVERD�����GH�$EULO�GH�����

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| Anexos

��A Internacionalização da Língua Portuguesa | 2010

ProlíNGua

Projecto regional da língua Portuguesa na áfrica austral

Proposta de Projecto para o Período 2006 – 2010

fernanda Costa3UHWyULD��'H]HPEUR�����

Sumário executivo

(P� ������ D� 5HS~EOLFD� 6XO�DIULFDQD�� SRGHURVD� ³ORFRPRWLYD´� GR� GHVHQYROYLPHQWR� GD� 6$'&��DQXQFLRX�TXH�QR�kPELWR�GD�UHIRUPD�FXUULFXODU�QDFLRQDO�HP�FXUVR��LULD�LQWURGX]LU�R�HQVLQR�GD�/tQJXD�3RUWXJXHVD��/3��FRPR�XPD�GDV�OtQJXDV�FXUULFXODUHV�QmR�R¿FLDLV�SDUD�RV������������H������DQRV��Mi�D�SDUWLU�GH�-DQHLUR�GH�������LQtFLR�GR�DQR�HVFRODU�GHVWH�SDtV��

(VWD�GHFLVmR��GH�JUDQGH�UHSHUFXVVmR�SROtWLFD��³REULJD´�3RUWXJDO�D�DVVXPLU�GH�IRUPD�HVWUX-WXUDGD�H�HVWUXWXUDQWH�D�VXD�UHVSRQVDELOLGDGH�KLVWyULFD�H�FXOWXUDO��QR�SURFHVVR�GH�HQVLQR�H�GLYXOJDomR�GD�/3�QD�ÈIULFD�GR�6XO��

1HVWH� FRQWH[WR�� R� SUHVHQWH� GRFXPHQWR� HVERoD� GH� IRUPD� SUHOLPLQDU� XPD� SURSRVWD� GH�FRQFHSWXDOL]DomR� GH� XP� ³3URMHFWR� 5HJLRQDO� GD� /tQJXD� 3RUWXJXHVD� QD� ÈIULFD� $XVWUDO´� DGLDQWH�UHIHULGR�FRPR�352/Ë1*8$��

2�352/Ë1*8$�GHYHUi�promover, divulgar e consolidar�R�HQVLQR�GD�/tQJXD�3RUWXJXHVD�QR�HVSDoR�GD�6$'&49��XPD�UHJL}HV�VyFLR�HFRQyPLFDV�GH�ÈIULFD��QHOD�VH�LQVHULQGR�GRLV�GRV�SDtVHV�JHRSROtWLFRV�PDLV�LPSRUWDQWHV�GRV�3$/23�±�$QJROD�H�0RoDPELTXH�

$VVLP��R�352/Ë1*8$�SURFXUDUi�UHVSRQGHU�j�SURFXUD�GR�HQVLQR�GD�/tQJXD�3RUWXJXHVD�QD�ÈIULFD�$XVWUDO��DWUDYpV�GH�VLQHUJLDV�HQWUH�LQVWLWXLo}HV�GR�HQVLQR�VXSHULRU�GH�3RUWXJDO�H�GD�ÈIULFD�GR�6XO��1XPD�IDVH�SRVWHULRU��R�352/Ë1*8$�HQYROYHUi�D�6XD]LOkQGLD��D�1DPtELD��R�%RWVZDQD�H�R�=LPEDEXp�

3DUD�VH�SRGHU�GDU�FRUSR�DR�352/Ë1*8$��LPS}HP�VH�D�HVWUHLWD�OLJDomR�HQWUH�R�0LQLVWpULR�GRV�1HJyFLRV�(VWUDQJHLURV��R�0LQLVWpULR�GD�&LHQFLD��7HFQRORJLD�H�(QVLQR�6XSHULRU�H�0LQLV-WpULR�GD�(GXFDomR�GH�3RUWXJDO��VHP�D�TXDO�QmR�VHUi�SRVVtYHO��D�VLQHUJLD�DEVROXWDPHQWH�YLWDO�SDUD�D�LPSOHPHQWDomR�GR�PHVPR��(VWDV�³UHDOLGDGHV´�OHYDQWDP�GLYHUVDV�SHUJXQWDV��TXH�PHUHFHP�FXLGDGRVD�SRQGHUDomR��

�� 4XH�SDSHO�GHYHUi�3RUWXJDO�DVVXPLU�QR�SURFHVVR�GH�HQVLQR�H�GLYXOJDomR�GD�/tQJXD�3RUWXJXHVD�QD�ÈIULFD�$XVWUDO"�

�� 4XDLV�RV�FXVWRV�SDUD�3RUWXJDO�H�TXH�DOWHUQDWLYDV�H[LVWHP�GH�FR�¿QDQFLDPHQWR"�

�� &RPR�UHVSRQGHU�j�ÈIULFD�GR�6XO�±�RQGH�YLYHP�PDLV�GH���PLOK}HV�GH�DIULFDQRV�OXVy-IRQRV�±�TXH�LQWURGX]LX�D�/tQJXD�3RUWXJXHVD�QR�FXUUtFXOR�DFDGpPLFR�R¿FLDO"�

�� 4XDO�R�SDSHO�GRV�SDtVHV�OXVyIRQRV�GD�UHJLmR��FXMDV�GLiVSRUDV�WrP�IRUWH�SUHVHQoD�QRV�SDtVHV�DQJOyIRQRV�TXH�FRQVWLWXHP�D�UHJLmR�GD�ÈIULFD�$XVWUDO"

�� &RPR�HQYROYHU�D�6$'&�TXH�DWULEXL�j�/tQJXD�3RUWXJXHVD�R�FDUiFWHU�GH�³LQWHJUDomR�UHJLRQDO �́�FRP�yEYLRV�PRWLYRV�H�GLYLGHQGRV�SROtWLFRV��

49� 6RXWKHUQ�$IULFD�'HYHORSPHQW�&RPPXQLW\�HQYROYH����SDtVHV�GD�ÈIULFD�$XVWUDO�

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Anexos |

50 2010 | A Internacionalização da Língua Portuguesa

1. Introdução

$�/tQJXD�3RUWXJXHVD�WHP�KRMH�QD�ÈIULFD�$XVWUDO�XP�LPSDFWR�±�GLUHFWR�H�LQGLUHFWR�±�VREUH�PDLV�GH����PLOK}HV�GH�SHVVRDV50��(VWLPD�VH�TXH�HP������HVWH�Q~PHUR�YHQKD�D�XOWUDSDVVDU�RV����PLOK}HV��PDV�D�verdadeira LPSRUWkQFLD�GD�/tQJXD�3RUWXJXHVD�GHYH�VHU�³DYDOLDGD´�sob três grandes vectores:

vector 1. Corresponde à língua materna de milhares de portugueses e luso descendentes que vivem e trabalham na África Austral, contribuindo de modo decisivo para o desenvolvimento socio-económico dos países onde se inserem, integrando-se no seu tecido social e empresarial, e ligando-os ao espaço político, social, cultural e económico Português e da CPLP;

vector 2.� 1DVFHX� GD� RSomR� SROtWLFD� ±� OLYUH� H� VREHUDQD� ±� TXH� RV� *RYHUQRV� GH� $QJROD�H� 0RoDPELTXH� ¿]HUDP� DR� HVFROKr�OD� FRPR� /tQJXD� 2¿FLDO� GRV� UHVSHFWLYRV� Estados, mas que é de facto a língua franca e XQL¿FDGRUD dos seus povos, nomeadamente das diásporas que se encontram a residir na SADC51, fora dos seus países de origem;

vector 3. Advém da opção política�GRV�SDtVHV�PHPEURV�GD�6$'&�±�UHJLmR�JHRSROtWLFD�DPSODPHQWH�GRPLQDGD�SHOR�,QJOrV�±�GH�WHUHP�HVFROKLGR�D�/tQJXD�3RUWXJXHVD�FRPR�����OtQJXD�R¿FLDO�GHVWD�LQVWLWXLomR�PXOWLODWHUDO�

3DUD� GDU� UHVSRVWD� DR�vector 1� ±� RX� VHMD� j� SURPRomR�� GLYXOJDomR� H� FRQVROLGDomR� GD� /tQJXD�3RUWXJXHVD�MXQWR�GDV�&RPXQLGDGHV�3RUWXJXHVDV�UHVLGHQWHV�QD�6$'&�±�H[LVWH�Mi� a rede escolar52�QD�ÈIULFD�GR�6XO��([LVWHP�DFRUGRV�GH�FRRSHUDomR�ELODWHUDO�HQWUH�3RUWXJDO�H�$QJROD�H�0RoDPELTXH��RQGH�D�/tQJXD�3RUWXJXHVD�p�XPD�PDLV�YDOLD�LPSRUWDQWH�QR�GLiORJR�SDUD�RV�QHJyFLRV��D�FXOWXUD��R�GHVSRUWR��HWF��

1R� kPELWR� GHVWH� ³YHFWRU´��PDLV� GH� GXDV� FHQWHQDV� GH� SURIHVVRUHV� OHFFLRQDP�D� /tQJXD�3RUWXJXHVD�QR�HQVLQR�SULPiULR�H�VHFXQGiULR�QRV�SDtVHV�GD�6$'&�RQGH�DVVHJXUDP�TXH�RV�HVWXGDQWHV�3RUWXJXHVHV�H�OXVR�GHVFHQGHQWHV�WHQKDP�DFHVVR�j�OtQJXD�GRV�VHXV�SDLV�H�DYyV��j�FXOWXUD�SRUWXJXHVD�H�VH�DVVXPDP�FRPR�herdeiros GR�SDWULPyQLR�OLQJXtVWLFR�H�FXOWXUDO�GH�3RUWXJDO��$V�DVVRFLDo}HV�FXOWXUDLV�H�UHFUHDWLYDV�SRUWXJXHVDV�DSRLDP�WDPEpP�QD�SURPRomR�H�GLYXOJDomR�GD�/tQJXD�H�&XOWXUD�3RUWXJXHVDV��(VWLPD�VH�TXH�HVWH�SULPHLUR�³YHFWRU´�DEUDQMD�PDLV�GH�ò�PLOKmR�GH�SHVVRDV�

3DUD�UHVSRQGHU�DR�vector 2��IRUDP�FRQFHSWXDOL]DGRV�H�LPSOHPHQWDGRV�R��L��3URMHFWR�3LORWR���������������LL��R�3URMHFWR�GH�$SRLR�DR�(QVLQR�GD�/tQJXD�3RUWXJXHVD�QDV�&RPXQLGDGHV�GRV�3$/23�QD�ÈUHD�GD�*UDQGH�-RDQHVEXUJR�������������H��LLL��3URSRVWD�GH�3URORQJDPHQWR��������������(VWHV�HVIRUoRV�OHYDUDP�DR�OHYDQWDPHQWR�H�LGHQWL¿FDomR�GH����SURIHVVRUHV�DIULFDQRV� OXVyIRQRV�H�PDLV�GH�����HVFRODV�QDV�3URYtQFLDV�GH�*DXWHQJ��0SXPDODQJD�H�/LPSRSR��TXH�HP�FRQMXQWR�FRQJUHJDUDP�XP�XQLYHUVR�GH��������DOXQRV�DIULFDQRV�OXVyIRQRV��GRV�TXDLV�������EHQH¿FLDUDP�GRV�FXUVRV�OHFFLRQDGRV��

2�SULQFLSDO�IDFWRU�GH�PRWLYDomR�UHVLGLX�QR�SUHVVXSRVWR�GH�TXH�³saber Português´�VHULD�XPD�³PDLV�YDOLD´�IDFLOLWDGRUD�QD�UHLQVHUomR�IDPLOLDU��FXOWXUDO�H�VRFLDO�DTXDQGR�GR�UHJUHVVR�DRV�UHVSHFWLYRV�SDtVHV�GH�RULJHP��WHQGR�HVWH�GHVHMR�VLGR�PDQLIHVWDGR�QmR�DSHQDV�SHOD�JUDQGH�PDLRULD�GRV�DOXQRV�HQWUHYLVWDGRV��PDV� WDPEpP�SHORV�VHXV� UHSUHVHQWDQWHV�FRQVXODUHV��UHVLGHQWHV�HP�-RDQHVEXUJR�

50� 3RSXODomR�FRQMXQWD�GH�$QJROD��0RoDPELTXH�H�UHVSHFWLYDV�GLiVSRUDV�D�YLYHUHP�QD�ÈIULFD�$XVWUDO�

51� 'HVLJQDGDPHQWH�QD�ÈIULFD�GR�6XO��1DPtELD��6XD]LOkQGLD�H�=LPEDZp�

52� (QYROYH�D�SDUWLFLSDomR����SURIHVVRUHV�SRUWXJXHVHV�TXH�HQVLQDUDP�D�/tQJXD�3RUWXJXHVD�D������DOXQRV�3RUWXJXHVHV�H�/XVR�GHVFHQGHQWHV��HP�����

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| Anexos

51A Internacionalização da Língua Portuguesa | 2010

+i�TXH�UHIHULU�TXH�DV�DXWRULGDGHV�VXO�DIULFDQDV�UHFRQKHFHUDP�TXH�3RUWXJDO� IRL�R�~QLFR� SDtV�HXURSHX�D�HQVLQDU�D�OtQJXD�jV�FRPXQLGDGHV�HGXFDWLYDV�GDV�]RQDV�PDLV�GHVIDYRUH-FLGDV��H�UHFRQKHFHQGR�D�VXD�LPSRUWkQFLD�QD�UHJLmR��OHJLVODUDP�R�HQVLQR�GD�PHVPD�FRPR�GLVFLSOLQD�FXUULFXODU��D�SDUWLU�GH�������

3DUD�UHVSRQGHU�DR�vector 3�VHUi�IRUPXODGR�XP�SURMHFWR�UHJLRQDO��352/Ë1*8$��GH�DPSOD�DEUDQJrQFLD�JHRJUi¿FD53��TXH�YLVH�D�SURPRomR��D�GLYXOJDomR��R�HQVLQR�H�D�FRQVROLGDomR�GD�/tQJXD�3RUWXJXHVD�QD�6$'&��7DO�SURMHFWR�JDQKD�PDLRU�dimensão se se considerar que R�IRUWH�FUHVFLPHQWR�GHPRJUi¿FR�GDV�SRSXODo}HV�OXVyIRQDV�QD�ÈIULFD�$XVWUDO�LUi�³LPSRU´�D�H[SDQVmR�H�D¿UPDomR�GD�/tQJXD�3RUWXJXHVD�FRPR�OtQJXD�GH�UHIHUrQFLD�SROtWLFD�H�FRPHUFLDO�QR�VHLR�GD�6$'&��XPD�GDV�UHJL}HV�GH�ÈIULFD�FRP�PHOKRUHV�FRQGLo}HV�PDFURHFRQyPLFDV�SDUD�XP�UiSLGR�GHVHQYROYLPHQWR�QR�GHFXUVR�GDV�SUy[LPDV�GpFDGDV�

2. Antecedentes

o vector 1�HVWi�HP�SOHQR�IXQFLRQDPHQWR��Ki�YiULRV�DQRV��QD�ÈIULFD�GR�6XO��(P�0RoDPELTXH��Ki�TXH�UHIHULU�D�(VFROD�3RUWXJXHVD�GH�0RoDPELTXH��HVWDQGR�HP�FXUVR�LJXDO�LQVWLWXLomR��HP�/XDQGD��

2�,QVWLWXWR�&DP}HV�WHP��WDQWR�HP�$QJROD�FRPR�HP�0RoDPELTXH��FRQYpQLRV�GH�FRRSHUDomR�FRP�HQWLGDGHV�GH�HQVLQR�VXSHULRU�GDTXHOHV�GRLV�3$/23��QRPHDGDPHQWH�SDUD�R�DSRLR�D�SUHVWDU�SRU�/HLWRUHV�GH�3RUWXJXrV��

o vector 2�GHYH�VHU�DQDOLVDGR��WHQGR�VH�HP�FRQVLGHUDomR�DV�VXDV�WUrV�IDVHV��

)DVH���_�3URMHFWR�SLORWR������������

2�3URMHFWR�SLORWR�IH]�UHFXUVR�D�SURIHVVRUHV�PRoDPELFDQRV�H�DQJRODQRV�SDUD�HIHFWXDU�R�HQVLQR�GD�/tQJXD�3RUWXJXHVD�HP����HVFRODV�R¿FLDLV�VXO�DIULFDQDV��ORFDOL]DGDV�QRV�EDLUURV�QHJURV�GD�SHULIHULD�H�IUHTXHQWDGDV�SRU�PDLV�GH�������DOXQRV�RULXQGRV�GRV�3$/23��WHQGR�FRQVHJXLGR�±�D�XP�FXVWR�UHODWLYDPHQWH�FRQWLGR�±�REWHU�XP�LPSRUWDQWH�LPSDFWR�MXQWR�GRV�UHSUHVHQWDQWHV�GD�(GXFDomR�GR�0(&54� GD�3URYtQFLD�GH�*DXWHQJ��TXH�R�FRQVLGHUDUDP�³H[WUHPDPHQWH�RSRUWXQR´�

Fase 2 | Projecto de Apoio ao Ensino da Língua Portuguesa nas Comunidades dos PALOP �QD�ÈIULFD�GR�6XO������������

2�3URMHFWR�SLORWR�GHX�RULJHP�DR�³3URMHFWR�GH�$SRLR�DR�(QVLQR�GD�/tQJXD�3RUWXJXHVD�QDV�&RPXQLGDGHV�GRV�3$/23�QD�ÈIULFD�GR�6XO´��WHQGR�UHFHELGR�XP�RUoDPHQWR�GH�FHUFD�(85�����PLOKmR��H�IRL�UHDOL]DGR�HP���DQRV��GH������D�������

)DVH���_�3URSRVWD�GH�3URORQJDPHQWR������������

dado o grande interesse que a Fase 2 VXVFLWRX�� D� VXD� FRQWLQXLGDGH� SDUD� R� SHUtRGR� SURSRVWR�WHP�YLQGR�D�JHUDU�LQWHUHVVH�QmR�DSHQDV�QRV�WUrV�SDtVHV�GD�ÈIULFD�$XVWUDO��WRGRV�HOHV�FRP�UHOHYkQFLD�SDUD�D�JHRSROtWLFD�SRUWXJXHVD�QHVWD�UHJLmR�GR�PXQGR��FRPR�WDPEpP�QR�DODUJDPHQWR�D�RXWURV�SDtVHV�YL]LQKRV��SRGHQGR�GHVWD�IRUPD��VHUYLU�GH�EDVH�SDUD�DTXL-VLomR�GH�LQIRUPDomR�SHUWLQHQWHV�SDUD�D�LPSOHPHQWDomR�GR�352/Ë1*8$�

53� 4XH�HQYROYHUi���SDtVHV��ÈIULFD�GR�6XO��1DPtELD��6XD]LOkQGLD��=LPEDEXp��$QJROD�H�0RoDPELTXH�

54� 0HPEHU�RI�([HFXWLYH�&RXQFLO�±�GH�QtYHO�SURYLQFLDO

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Anexos |

52 2010 | A Internacionalização da Língua Portuguesa

2�,3$'�¿QDQFLRX���DQR�GH�H[WHQVmR�GR�3URMHFWR�HP������H�R�����DQR�GH�H[WHQVmR�HVWDUi�HP� FXUVR� DWp� 'H]HPEUR� GH� ������ SRU� VROLFLWDomR� GDV� DXWRULGDGHV� VXO� DIULFDQDV�� SDUD�OKHV�YDL�SHUPLWLU�D�WUDQVLomR�GH�UHVSRQVDELOLGDGHV��SDUD�TXH�DV�HVFRODV�SRVVDP�FULDU�D�VXVWHQWDELOLGDGH�GHVWH�SURMHFWR�FRP�R�DSRLR�SHGDJyJLFR�GD�&RRUGHQDomR�GR�(QVLQR��MXQWR�GD�(PEDL[DGD�GH�3RUWXJDO��HP�3UHWyULD�H�DWUDYpV�GR�VHX�&HQWUR�GH�5HFXUVRV��MXQWR�GR�&RQVXODGR�*HUDO�GH�3RUWXJDO��HP�-RDQHVEXUJR��

vector 3�_�352/Ë1*8$������������

&RQVLGHUDQGR�TXH������IRL�R�DQR�GH� WUDQVLomR�GD�)DVH���±�GR�vector 2, 2006 e 2007 GHYHUmR� VHU� DSURYHLWDGRV� SDUD� GXUDQWH� HVVH� SHUtRGR� VH� SURFHGHU� j� FRQFHSWXDOL]DomR��FDOHQGDUL]DomR�H�RUoDPHQWDomR�GR�352/Ë1*8$��

3. Objectivos

3.1. Objectivo Global

�� 3URPRYHU�D�DSUHQGL]DJHP�GD�/tQJXD�3RUWXJXHVD�

�� 'LYXOJDU�D�/tQJXD�3RUWXJXHVD�FRPR�YHtFXOR�GH�FRPXQLFDomR�QD�ÈIULFD�$XVWUDO

�� &RQWULEXLU�SDUD�D�FRQVROLGDomR�GD�LQWHJUDomR�UHJLRQDO�QR�kPELWR�GD�6$'&�

3.2. 2EMHFWLYRV�(VSHFt¿FRV

Considerando o carácter preliminar deste documento não foram desenvolvidos TXDLVTXHU�REMHFWLYRV�HVSHFt¿FRV.

4. Análise funcional

8PD�EUHYH�DQiOLVH� IXQFLRQDO��VHJXQGR�R�PRGHOR�SWOT��SHUPLWH�±�GH� IRUPD�FRQFLVD�±�GHVHQYROYHU�RV�VHJXLQWHV�SRQWRV�

4.1. Pontos Fortes �6WUHQJKWV��

�� )RUWH�FDSDFLGDGH�GDV�LQVWLWXLo}HV�3RUWXJXHVDV�QD�IDFLOLWDomR�H�QD�GLQDPL]DomR�GH�WRGR�R�FLFOR�GR�SURFHVVR�GH�LPSOHPHQWDomR�GR�352/Ë1*8$�

�� ,QWHUDFomR�JUDGXDO�GD�&3/3�H�GD�6$'&�QD�LPSOHPHQWDomR�GR�352/Ë1*8$��YLVDQGR�R�UHIRUoR�GR�GLiORJR�SROtWLFR�HQWUH�HVWDV�RUJDQL]Do}HV�UHJLRQDLV��QR�kPELWR�GD�8QLmR�$IULFDQD�H�GR�1(3$'�

�� $¿UPDomR�GD�/tQJXD�3RUWXJXHVD�FRPR�LQVWUXPHQWR�GH�GHVHQYROYLPHQWR�VyFLR�HFRQy-PLFR�SDUD�D�LQWHJUDomR�UHJLRQDO�GD�ÈIULFD�$XVWUDO�

4.2. Pontos Fracos �:HDNQHVVHV�&RQVWUDLQWV��

�� &DSDFLGDGH�GH�JHVWmR�GRV�LQVWUXPHQWRV�GR�*RYHUQR�3RUWXJXrV��*$(5,�,3$'��SDUD�OLGHUDUHP�R�SURFHVVR�GH�LPSOHPHQWDomR�GR�352/Ë1*8$�

�� )UDFD�UHFHSWLYLGDGH�GDV�LQVWLWXLo}HV�GH�HQVLQR�VXSHULRU�GRV�SDtVHV�UHFLSLHQWHV�SDUD�XPD�HIHFWLYD�LPSOHPHQWDomR�GR�352/Ë1*8$��D�FXUWR�SUD]R�

�� )UDFD�FDSDFLGDGH�GH�JHVWmR�GDV�LQVWLWXLo}HV�GH�HQVLQR�VXSHULRU�GRV�SDtVHV�UHFLSLHQWHV�SDUD�XPD�HIHFWLYD�LPSOHPHQWDomR�GR�352/Ë1*8$��D�PpGLR�H�D�ORQJR�SUD]R

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| Anexos

53A Internacionalização da Língua Portuguesa | 2010

4.3. Oportunidades��2SSRUWXQLWLHV�

�� 3RVVLELOLGDGH�GD�FRQ¿UPDomR�GD�YRQWDGH�SROtWLFD�3RUWXJXHVD�QD�FRQVROLGDomR�GR�SURFHVVR�GH�LQWHJUDomR�UHJLRQDO�GD�6$'&�

�� 3RVVLELOLGDGH�GH�SURPRomR��GLYXOJDomR�H�H[SDQVmR�GD�/tQJXD�3RUWXJXHVD�SDUD�RV�SDtVHV�GD�6$'&�RQGH�HVWD� OtQJXD�WHP�IUDFD�SUHVHQoD��PDV�RQGH�YLYHP�XP�ODUJR�Q~PHUR�GH�DIULFDQRV�OXVyIRQRV�

4.4. Riscos��7KUHDWV�

�� $OWHUDomR�QD�SROtWLFD�GD�ÈIULFD�GR�6XO�HP�UHODomR�DR�SURFHVVR�GH�LQWHJUDomR�GD�/tQJXD�3RUWXJXHVD�QR�FXUUtFXOR�HVFRODU�GHVWH�SDtV�

�� $OWHUDomR�GD�YRQWDGH�GR�*RYHUQR�3RUWXJXrV�QD�LPSOHPHQWDomR�GR�352/Ë1*8$��

�� )DOWD� GH� UHFXUVRV� ¿QDQFHLURV� �RX� DWUDVRV� QRV� GHVHPEROVRV� GRV� IXQGRV� D� VHUHP� GRDGRV�SHODV�LQVWLWXLo}HV�¿QDQFHLUDV�TXH�YLHUHP�D�SDUWLFLSDU�QR�SURFHVVR��

�� ,QVWDELOLGDGH�SROtWLFD�QRV�SDtVHV�RQGH�R�352/Ë1*8$�YHQKD�D�VHU�LPSOHPHQWDGR�

5. Enquadramento estratégico do prolingua

$�SXEOLFDomR�GH�³Uma Visão Estratégica para a Cooperação Portuguesa´�FRPR�DQH[R�j�5HVROXomR�GR�&RQVHOKR�GH�0LQLVWURV�Q�������������YHLR�FODUL¿FDU�H�HQTXDGUDU�R�SURSRVWR�QR�GRFXPHQWR�GH�IRUPXODomR�GR�352/Ë1*8$��$VVLP��HODERUDUDP�VH�RV�VHJXLQWHV�FRPHQ-WiULRV�ID]HQGR�UHIHUrQFLD�DRV�SRQWRV�GD�SXEOLFDomR�DFLPD�UHIHULGD�

3RQWR�����_�2EMHFWLYRV�GR�'HVHQYROYLPHQWR�GR�0LOpQLR��2'0�

2�352/Ë1*8$�LQVFUHYH�VH��GH�IRUPD�indirecta��HP�WRGRV�RV�2'0V��YLVWR�TXH�VHP�FRQKH-FLPHQWRV�EiVLFRV�GH�OLWHUDFLD�H�GH�QXPHUDFLD�VHUi�LPSRVVtYHO�DOFDQoi�ORV�HP�������DQR�OLPLWH�SURSRVWR�QD�&LPHLUD�GR�0LOpQLR��TXH�VH�UHDOL]RX�HP�������

'H�IRUPD�directa��R�352/Ë1*8$�LQVFUHYH�VH�WRWDOPHQWH�QR�kPELWR�GR�����2EMHFWLYR�GR�'HVHQYROYLPHQWR�GR�0LOpQLR��2'0���TXH�LQGLFD�³alcançar a educação primária universal” FRPR�XPD�GDV�JUDQGHV�PHWDV�SDUD�������6HQGR��VHP�G~YLGD��XP�REMHFWLYR�PXLWR�DPELFLRVR��HVWH�Vy�SRGHUi�YLU�D�VHU�DOFDQoDGR�VH�VH�DJUHJDUHP�LQ~PHURV�HVIRUoRV�FRQYHUJHQWHV�QD�³IRUPDomR�GH�SURIHVVRUHV´��TXH�FRQVWLWXL�SUHFLVDPHQWH�R�REMHFWLYR�FKDYH�GR�352/Ë1*8$��

3RQWR�����_�$SRLR�j�OXVRIRQLD�

2�352/Ë1*8$�HQTXDGUD�VH�totalmente�QR�DSRLR�j�OXVRIRQLD��YLVWR�UHVSRQGHU�SOHQDPHQWH�QR�IRUPXODGR�SHOD�³9LVmR�(VWUDWpJLFD´�TXDQGR�p�D¿UPDGR�³Contribuir para a divulgação da língua portuguesa, ... em particular junto dos jovens ... representa uma mais-valia particu-larmente importante para o desenvolvimento...”

3RQWR�����_�3ULRULGDGHV�JHRJUi¿FDV

2�352/Ë1*8$�WHUi�IRUWH�LPSDFWR�QR�HVSDoR�JHRJUi¿FR�SDUD�D�LQWHUYHQomR�SULRULWiULD�GD�&RRSHUDomR�3RUWXJXHVD��$QJROD�H�0RoDPELTXH���PHVPR�VHQGR�D�VXD�DFWXDomR�FHQWUDGD�QD�ÈIULFD�GR�6XO��SDtV�WDPEpP�UHIHULGR�QD�9LVmR�(VWUDWpJLFD��FRP�R�TXDO�3RUWXJDO�WHP�OLJD-o}HV�KLVWyULFDV�UHOHYDQWHV��(VWH�SURMHFWR�FRQVWLWXLUi�WDPEpP�R�SULPHLUR�JUDQGH�SURMHFWR�GH�kPELWR�³UHJLRQDO´�D�GHVHQYROYHU�SRU�YiULDV�LQVWLWXLo}HV�S~EOLFDV�SRUWXJXHVDV��HP�HVWUHLWD�DVVRFLDomR�FRP�XQLYHUVLGDGHV�GD�6$'&��

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Anexos |

54 2010 | A Internacionalização da Língua Portuguesa

3RQWR�����_�3ULRULGDGHV�VHFWRULDLV

2�GHVHQYROYLPHQWR�VXVWHQWiYHO�H�D� OXWD�FRQWUD�D�SREUH]D�HQFRQWUDP�QD�educação�XP�IRUWH�DOLDGR�³���� entendendo esta como um sector-chave da cooperação portuguesa”, que D�³9LVmR�(VWUDWpJLFD´�FRORFD�DR�PHVPR�QtYHO�GH�LPSRUWkQFLD�SULRULGDGH��L��GD�%RD�*RYHU-QDomR���LL��GR�'HVHQYROYLPHQWR�5XUDO���LLL��GD�6D~GH���LY��GD�3URWHFomR�GR�$PELHQWH��H��Y��GR�&UHVFLPHQWR�(FRQyPLFR��

3RQWR�����_�8PD�DWHQomR�HVSHFLDO�SDUD�ÈIULFD

'H�UHIHULU�TXH�3RUWXJDO�Mi�GHVWLQD��DFWXDOPHQWH��FHUFD�GH�����GD�VXD�$3'�ELODWHUDO�D�ÈIULFD��6HQGR�DVVLP��R�352/Ë1*8$�HQTXDGUD�VH�SOHQDPHQWH�QR�HVIRUoR�LQWHQFLRQDO�GR�*RYHUQR�GH�RULHQWDU�RV�UHFXUVRV�¿QDQFHLURV�SDUD�ÈIULFD��WHQFLRQDQGR�HVWH��QR�IXWXUR��PDQWHU�HVVH�PHVPR�FRPSURPLVVR��

3RQWR�����_�5HIRUoR�GR�HVSDoR�OXVyIRQR

2�352/Ë1*8$�UHVSRQGH�GLUHFWDPHQWH�DR�H[SUHVVR�QD�³9LVmR�(VWUDWpJLFD´�TXDQGR�HVWD�UHFODPD� TXH� ³A capacidade de trabalhar em rede, fazendo convergir para uma lógica comum energias e recursos de fontes diversas, é reconhecidamente uma competência fundamental no relacionamento internacional contemporâneo.”

'H�IDFWR��R�352/Ë1*8$�LUi�WUDEDOKDU�HP�UHGH��HQYROYHQGR���RUJDQLVPRV�S~EOLFRV�QDFLRQDLV�H�PDLV�GH����HQWLGDGHV�HGXFDWLYDV�LQWHUQDFLRQDLV��HQYROYHQGR���SDtVHV��$QJROD��0RoDP-ELTXH��ÈIULFD�GR�6XO��1DPtELD��=LPEDEXp��%RWVZDQD��6XD]LOkQGLD�H�&DER�9HUGH���VHQGR���GH�H[SUHVVmR�SRUWXJXHVD�

3RQWR�����_�(VSDoRV�PXOWLODWHUDLV�SDUD�R�HQYROYLPHQWR�SRUWXJXrV

$�³9LVmR�(VWUDWpJLFD´�UHIHUH�WDPEpP�TXH�³Outra esfera multilateral que requer a atenção da FRRSHUDomR�SRUWXJXHVD�p�D�UHOHYkQFLD�FDGD�YH]�PDLRU�GH�RUJDQL]Do}HV�GH�kPELWR�UHJLRQDO” QRPHDGDPHQWH�D�6$'&��'H�UHIHULU�TXH��R¿FLDOPHQWH��D�OtQJXD�SRUWXJXHVD�p�D�VHJXQGD�PDLV�IDODGD�QDV�RUJDQL]Do}HV�TXH�FRQVWLWXHP�D�6$'&�

3RQWR�����_�$SURIXQGDPHQWR�GD�DERUGDJHP�ELODWHUDO�H�PXOWLODWHUDO

$�IRUPXODomR�GR�352/Ë1*8$�UHVSRQGH�DR�HVStULWR�GD�³9LVmR�(VWUDWpJLFD´�VREUH�HVWD�PDWpULD��SRLV�SURFXURX�HQFRQWUDU�QD�³convergência entre o bilateral e o multilateral, a existência de múltiplas possibilidades interessantes no desenvolvimento de projectos partilhados com países, individualmente, ou em pequenos grupos”.

3RQWR�����_�'LVSRVLWLYR�FHQWUDO

2�352/Ë1*8$�UHDOoD�R�SDSHO�GR�,3$'�TXH�³... pela sua centralidade na cooperação e distribuição da APD, constitui uma preciosa fonte de contacto e informação que muito pode melhorar a acção dos outros agentes na cooperação´��6REUH�HVWH�PHVPR�DVVXQWR��D�³9LVmR�(VWUDWpJLFD´�HVFODUHFH�DLQGD�TXH�³É precisamente pela natureza pluridisciplinar GD�FRRSHUDomR�SRUWXJXHVD�TXH�VH�D¿JXUD�QHFHVViULR�PDQWHU�R�HTXLOtEULR�HQWUH�D�YHUWHQWH�central e a vertente sectorial ...´��XP�IDFWR�EHP�UHIHULGR�QD�IRUPXODomR�GR�352/Ë1*8$�TXH�DSHOD�i�HVWUHLWD�FRRUGHQDomR�GR�,3$'�FRP�RXWURV�PLQLVWpULRV��QR�kPELWR�GH�LQLFLDWLYDV�GHVHQYROYLGDV�QDV�VXDV�SUySULDV�HVIHUDV��HP�FRQFUHWR�GR�0LQLVWpULR�GD�(GXFDomR�

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| Anexos

55A Internacionalização da Língua Portuguesa | 2010

3RQWR�����_�0LQLVWpULRV�VHFWRULDLV

2�352/Ë1*8$�SURFXURX�HQWURVDU�DV�UHVSRQVDELOLGDGHV�GD�FRPSRQHQWH�SHGDJyJLFD�VRE�WXWHOD�GR�*$(5,�FRP�DV�GD�FRPSRQHQWH�¿QDQFHLUD�VRE�WXWHOD�GR�,3$'��HQTXDGUDQGR�R�H[SUHVVR�QD�³9LVmR�(VWUDWpJLFD´�TXDQGR�HVWD�D¿UPD�TXH�³É fundamental reconhecer os REMHFWLYRV�HVWUDWpJLFRV�VHFWRULDLV�H�LQFRUSRUDU�HVVDV�FRQVLGHUDo}HV�QDV�OyJLFDV�GH�WUDEDOKR�sectorial”.

1HVWH�FRQWH[WR��R�352/Ë1*8$�SURFXUD�WDPEpP�UHVSRQGHU�j�SUHRFXSDomR�GH�³����GH¿QLU�três eixos na acção da coordenação do IPAD em relação ao trabalho dos ministérios: a GH¿QLomR�GH�HVWUDWpJLDV�� D� LPSRUWkQFLD�GDV�PHWDV� WUDQVYHUVDLV�� H�D� VXVWHQWDELOLGDGH�H�apropriação das iniciativas pelos parceiros”.

3RQWR�����_�&RRSHUDomR�GHVFHQWUDOL]DGD

2�352/Ë1*8$�SURFXURX�LQFOXLU�±�HP�VLQWRQLD�FRP�R�UHIHULGR�QD�³9LVmR�(VWUDWpJLFD´�±�PHFD-QLVPRV�TXH�IDFLOLWHP�D�DSOLFDomR�GR�FRQFHLWR�GD�FRRSHUDomR�GHVFHQWUDOL]DGD��TXH�GL]�TXH�HVWD�GHYH�WHU�³Uma abordagem que tem em consideração o processo de desenvolvimento, promovendo a apropriação local e encarando tal processo como um objectivo em si mesmo e como meio importante para a avaliação de resultados”.

Ponto 8.1 | Construir parcerias e desenvolver projectos de qualidade

2�352/Ë1*8$�LUi�IDFLOLWDU�D�FRQVWUXomR�GH�SDUFHULDV�S~EOLFDV�H�SULYDGDV��VHQGR�D�SDUWLFLSDomR�GHVWDV�~OWLPDV�VREUHWXGR�UHSUHVHQWDGD�SRU�LQVWLWXLo}HV�SRUWXJXHVDV�GH�HQVLQR�VXSHULRU��

2�352/Ë1*8$�GHVHPSHQKDUi�XPD�FRRUGHQDomR�SUy�DFWLYD�HQWUH�RV�DFWRUHV�H�RV�SDUFHLURV��S~EOLFRV�H�SULYDGRV��H�SURFXUDUi�GDU�UHVSRVWD�DR�TXH�R�³Governo Português considera de extrema importância a existência de parcerias que permitam operacionalizar com maior qualidade e credibilidade os projectos... de cooperação para o desenvolvimento”.

1HVWH�VHQWLGR��R�352/Ë1*8$�SURFXUDUi�FULDU�SDUFHULDV�FDSD]HV�GH�JHUDU�VLQHUJLDV�TXH�GrHP�UHVSRVWD�jV�YHUWHQWHV�PDLV�LPSRUWDQWHV�SDUD�D�VXD�LPSOHPHQWDomR��R�FDSLWDO�KXPDQR�H�RV�UHFXUVRV�¿QDQFHLURV��7DO�REMHFWLYR�WHUi�HP�HVSHFLDO�FRQVLGHUDomR��L��R�FRQKHFLPHQWR�GRV�SDUFHLURV���LL��D�FRQ¿DQoD�P~WXD�H��LLL��R�HQIRTXH�FRPXP�VREUH�RV�UHVXOWDGRV�D�DOFDQoDU�

3RQWR�������_�2XWUDV�RUJDQL]Do}HV�GD�VRFLHGDGH�FLYLO

6HQGR�R�352/Ë1*8$��IXQGDPHQWDOPHQWH��XP�SURMHFWR�GH�WUDQVIHUrQFLD�H�DTXLVLomR�GH�FRQKHFLPHQWRV��HVWH�UHFRUUHUi�jV�XQLYHUVLGDGHV�SRUWXJXHVDV��S~EOLFDV�H�SULYDGDV��³... que constituem pólos de saber especializado, sendo nessa medida parceiros relevantes para a cooperação portuguesa”.

3DUDOHODPHQWH�� R� 352/Ë1*8$� FRQWULEXLUi� SDUD� TXH� ³R� DSRLR� ¿QDQFHLUR� jV� DFo}HV� GH�cooperação das universidades portuguesas deve traduzir uma visão integrada das polí-ticas públicas da cooperação portuguesa e contribuir efectivamente para a capacitação e apropriação de conhecimentos nos países em desenvolvimento”.

3RQWR����_�1HJRFLDomR�FRP�SDUFHLURV�H�SURJUDPDomR�SOXULDQXDO

$�FRQFHSWXDOL]DomR�GR�352/Ë1*8$�H�D�UHVSHFWLYD�IRUPXODomR�UHVSRQGHP�j�³... ideia de uma cooperação baseada na procura´��'H�IDFWR��WHQGR�VLGR�HVJRWDGR�R�PRGHOR�LQLFLDGR�FRP�R�Projecto Piloto de ensino da língua Portuguesa�H��SRVWHULRUPHQWH��FRQWLQXDGR�DWUDYpV�GR�³Projecto de ensino da língua Portuguesa às comunidades lusófonas residentes na África do sul´��YHUL¿FRX�VH�D�QHFHVVLGDGH�GH�VH�GDU�XPD�UHVSRVWD�PDLV�

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Anexos |

56 2010 | A Internacionalização da Língua Portuguesa

KROtVWLFD��YLVDQGR�UHVSRQGHU�j�SURFXUD�SUHPHQWH�SHOR�HQVLQR�GD�/tQJXD�3RUWXJXHVD�MXQWR�GRV�MRYHQV��GDV�GLiVSRUDV��GDV�FRPXQLGDGHV�ORFDLV��GDV�HPSUHVDV�SULYDGDV�H�GDV�DXWRUL-GDGHV�VXO�DIULFDQDV��WDQWR�D�QtYHO�SURYLQFLDO�FRPR�QDFLRQDO�

3RQWR�����_�2UoDPHQWDomR�SOXULDQXDO�H�H¿FLrQFLD

$�FRPSOH[LGDGH�GR�352/Ë1*8$��QRPHDGDPHQWH�QD�³IDVH�GH�DUUDQTXH´��H[LJLUi�TXH�WRGRV�RV�GHVHPEROVRV�RUoDPHQWDLV�VHMDP�HIHFWXDGRV�HP�WHPSR�~WLO��VHP�RV�TXDLV�HVWD�VHUi�H[WUHPDPHQWH�GLItFLO�GH�H[HFXWDU��FRPSURPHWHQGR�±�LQFOXVLYDPHQWH�±�todos os resultados HVSHUDGRV�QD�VHTXrQFLD�GD�VXD�LPSOHPHQWDomR��

'H�UHIHULU�TXH�D�³9LVmR�(VWUDWpJLFD´�UHVSRQGH�D�HVWD�SUHRFXSDomR�D¿UPDQGR��³... a orça-mentação numa base plurianual é um instrumento essencial para a introdução de uma PDLRU�SUHYLVLELOLGDGH�QD�SURJUDPDomR�GD�FRRSHUDomR�SRUWXJXHVD�H�SDUD�D�DGHTXDomR�jV�SULRULGDGHV�JHRJUi¿FDV�H�VHFWRULDLV�GH¿QLGDV”.

3RQWR�����_�*HVWmR�SRU�UHVXOWDGRV�H�QRUPDOL]DomR�GH�SURFHGLPHQWRV

$�IRUPXODomR�GR�352/Ë1*8$�SUHYLX�D�LQWURGXomR�GH�XP�VLVWHPD�GH�JHVWmR�SRU�UHVXOWDGRV��EDVHDGD�HP�TXDGURV�OyJLFRV�DSURSULDGRV��RQGH�HVWDULDP�SUHYLDPHQWH�GH¿QLGRV�RV�LQGLFD-GRUHV�REMHFWLYDPHQWH�YHUL¿FiYHLV��HVSHFLDOPHQWH�VHOHFFLRQDGRV�SDUD�R�HIHLWR��

6HJXQGR�D�³9LVmR�(VWUDWpJLFD´�D�³����LPSOHPHQWDomR�GHVWD�DERUGDJHP�REULJDUi�j�GH¿QLomR�GH�QRUPDV�����GH�SURFHGLPHQWR�SDUD�DV�YiULDV�HWDSDV�����GHVGH�D�SURJUDPDomR�j�H[HFXomR��DR�DFRPSDQKDPHQWR�H�j�DYDOLDomR�����GHYHQGR�FRUUHVSRQGHU�DRV�SULQFtSLRV�RULHQWDGRUHV�GD�FRRSHUDomR�SRUWXJXHVD�����HP�HVSHFLDO��DRV�GD�H¿FiFLD��GH�KDUPRQL]DomR�H�DOLQKDPHQWR”.

3RQWR�����_�&OXVWHUV�GH�FRRSHUDomR

$�FRQFHSWXDOL]DomR�GR�352/Ë1*8$�UHVSRQGH�WRWDOPHQWH�DR�FRQFHLWR�GH�“cluster”, quer HP�WHUPRV�HFRQyPLFRV��TXHU�QD�DERUGDJHP�SUHFRQL]DGD�SDUD�D�JHVWmR�RSHUDFLRQDO��RX�DLQGD�QR�LPSDFWR�SROtWLFR�GHFRUUHQWH�GRV�UHVXOWDGRV�GD�VXD�LPSOHPHQWDomR�H�TXH�HQYROYH���SDtVHV�DIULFDQRV��EHP�FRPR�PDLV�GH����HQWLGDGHV�S~EOLFDV�H�SULYDGDV��LQ~PHURV�SURIHV-sores, centenas de estudantes, etc.

(IHFWLYDPHQWH��R�REMHFWLYR�FKDYH�GR�352/Ë1*8$�HVWi�±�SUDWLFDPHQWH���GHVFULWR�QD�³9LVmR�(VWUDWpJLFD´�TXDQGR�HVWD�D¿UPD�TXH�³Um cluster de cooperação permite mobilizar em torno GH�XPD�SUREOHPiWLFD�FRPXP�XP�FRQMXQWR�GH�LQVWLWXLo}HV�TXH��GH�RXWUD�IRUPD��WHQGHULDP�D�desenvolver projectos de forma desgarrada sem economias de escala, sem as vantagens de uma abordagem integrada e – quase sempre – sem sustentabilidade, visibilidade ou impacto de longo prazo”.

'H�UHWHU�DLQGD�TXH�D�³9LVmR�(VWUDWpJLFD´�SUHFRQL]D�WDPEpP�TXH�³O cluster poderá ainda permitir e potenciar uma presença portuguesa integrada e multifacetada em programas que tenham a intervenção de outros doadores multilaterais ou bilaterais, algo que é particular-PHQWH�LPSRUWDQWH�DWHQGHQGR�j�LQWHQVLGDGH�FUHVFHQWH�GD�FRRUGHQDomR�LQWHUQDFLRQDO´��este p�±�VHP�G~YLGD�±�XP�GRV�REMHFWLYRV�GR�352/Ë1*8$��QRPHDGDPHQWH�QR�FR�¿QDQFLDPHQWR�GR�IXQFLRQDPHQWR�GDV�LQVWLWXLo}HV�DIULFDQDV�HQYROYLGDV��D�VDEHU���XQLYHUVLGDGHV�GD�6$'&�H���GRV�3$/23��PDLV�D�,,/3�ORFDOL]DGD�HP�&DER�9HUGH��

3RQWR�����_�$FRPSDQKDPHQWR��DYDOLDomR�H�DSUHQGL]DJHP

2�352/Ë1*8$�LQFOXLX�QD�VXD�IRUPXODomR���LQVWUXPHQWRV�SDUD�R�DFRPSDQKDPHQWR�H�D�DYDOLDomR�GDV�DFWLYLGDGHV�GR�SURMHFWR��FDGD�XP�FRP�GLIHUHQWHV�QtYHLV�GH�UHVSRQVDELOLGDGH��D�VDEHU��L��R�&RPLWp�GH�3LORWDJHP���LL��D�&RRUGHQDomR�*HUDO���LLL��D�8QLGDGH�GH�*HVWmR�GR�

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| Anexos

57A Internacionalização da Língua Portuguesa | 2010

3URMHFWR�H��LY��DV�DYDOLDo}HV�LQGHSHQGHQWHV�SURPRYLGDV�SRU�LQLFLDWLYD�GH�HQWLGDGHV�SRUWX-JXHVDV��,3$'��0LQLVWpULR�GD�(GXFDomR��RXWUDV��H�RX�HQWLGDGHV�ORFDLV��

3RU�VHX�ODGR��FDGD�XPD�GDV�HQWLGDGHV�SDUWLFLSDQWHV�WHUi�R�VHX�SUySULR�³PHFDQLVPR´�GH�DFRPSDQKDPHQWR��DYDOLDomR�H�DSUHQGL]DJHP��SRGHQGR�±�VHJXQGR�FDOHQGiULR�D�DFRUGDU�±�SURFHGHU�iV�UHVSHFWLYDV�DFo}HV�GH�PRQLWRUL]DomR�H�DYDOLDomR��0$���

&RQWXGR��QR�LQWXLWR�GH�³KDUPRQL]DU´�R�FRQWH~GR�GRV�5HODWyULRV�GH�$FWLYLGDGHV��WULPHVWUDLV��VHPHVWUDLV��DQXDLV��D�FLUFXODU�SHODV�(QWLGDGHV�3RUWXJXHVDV�H�SHORV�%HQH¿FLiULRV�SDUWL-FLSDQWHV��R�352/Ë1*8$�LUi�GLVFXWLU�H�GH¿QLU�R�³PRGHOR´�DSURSULDGR��H�DSUHVHQWi�OR�HP�HGLo}HV�ELOtQJXHV�

6. Plano de acção

6.1. ANO 1 | Fase de Formulação, Calendarização, Orçamentação | 2006 - 2007.

2�DQR�GH������GHYHUi�VHU�XWLOL]DGR�SDUD�³QHJRFLDU´�D�FODUD�H[SUHVVmR�GH�DSRLR�SROtWLFR�GRV�SDtVHV�EHQH¿FLiULRV�±�ÈIULFD�GR�6XO�QD�IDVH�GH�DUUDQTXH�������������H�1DPtELD��%RWVZDQD��=LPEDEXp�H�6XD]LOkQGLD�QD�VHJXQGD�PHWDGH�GD�LPSOHPHQ-WDomR�������±��������

¬�H[FHSomR�GH�$QJROD�H�0RoDPELTXH��TXH�SDUWLFLSDUmR�FRPR�³FRQWULEXLQWHV´�DWUDYpV�GD��SRVVtYHO��FHGrQFLD�GH�$VVLVWHQWHV�/HLWRUHV�SURYHQLHQWHV��UHVSHFWLYDPHQWH��GDV�8QLYHUVLGDGHV�$JRVWLQKR�1HWR�H�(GXDUGR�0RQGODQH��RV�RXWURV���SDtVHV�SRGHUmR�WHU�D�RSRUWXQLGDGH�GH�HQYLDU�HVWXGDQWHV�QDFLRQDLV��TXH�EHQH¿FLDUmR�GH�EROVDV�SDUD�HVWXGDU�D� ³/tQJXD�3RUWXJXHVD´�QD�ÈIULFD�GR�6XO�±�RQGH�VHUi�FHQWUDOL]DGD�D�FDSDFLGDGH�WpFQLFD�H�SHGDJyJLFD��FULDQGR�VH�XP�&HQWUR�GH�(QVLQR�GD�/tQJXD�portuguesa.

$�0LVVmR�GH�)RUPXODomR�GHYHUi�WDPEpP�DQDOLVDU�D�SRVVLELOLGDGH�GHVWH�3URMHFWR�5HJLRQDO�SRGHU�YLU�D�WHU�DSRLRV�¿QDQFHLURV�GD�&RPLVVmR�(XURSHLD��D�HIHFWXDU�SRU�VROLFLWDomR�GLUHFWD�GRV�%HQH¿FLiULRV�

6.2. ANOS 2 a 4 | Fase de Implementação | 2008 e 2009

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�L�� QD� 8QLYHUVLGDGH� GH�:LWWZDWHUVUDQG� HP� -RDQHVEXUJR�� RQGH� Mi� IXQFLRQD� XP� 1~FOHR�GH�/tQJXD�3RUWXJXHVD��RULHQWDGR�SRU�XPD�SURIHVVRUD�QDWXUDOL]DGD�6XO-�DIULFDQD�� GH� RULJHP� 3RUWXJXHVD�� (VWH� 1~FOHR� SRGHUi� YLU� D� VHU� WHFQLFDPHQWH�DSRLDGR�SHOD�)DFXOGDGH�GH�/HWUDV�GD�8QLYHUVLGDGH�1RYD�GH�/LVERD��TXH�GHWpP�Mi�H[SHULrQFLD�QHVWH�WLSR�GH�DSRLRV�

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66 2010 | A Internacionalização da Língua Portuguesa

a iNterNacioNalização da líNGua PortuGueSa

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/tQJXD�QmR�0DWHUQDisabel leiria

1. no Documento Orientador para o PLNM no Currículo Nacional produzido pela dgIdc (homologado pelo secretário de estado da educação, valter lemos, em 14.12.2005, pode ler-se:

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Anexos |

70 2010 | A Internacionalização da Língua Portuguesa

HVFRODV�GH�HQVLQR�EiVLFR�H�VHFXQGiULR�MXQWR�GH�FRPXQLGDGHV�HPLJUDQWHV��H�QRV�3$/23�H� HP�7LPRU�� QD� IRUPDomR� GH� IRUPDGRUHV�� HP�3RUWXJDO�� QDV� HVFRODV� GH� HQVLQR� EiVLFR�H� VHFXQGiULR�� H�� HYHQWXDOPHQWH�� HP�XQLYHUVLGDGHV�� HP�SHUtRGRV�� FRPR� QR�9HUmR�� HP�TXH�R�KDELWXDO�FRUSR�GRFHQWH�QmR�p�VX¿FLHQWH��8P�RUJDQLVPR�TXH�JHULVVH�HVWH�UHFXUVR��HQTXDGUDVVH�HVWHV�SURIHVVRUHV��TXH�UHFRQKHFHVVH�D�HVSHFL¿FLGDGH�GD�VXD�WDUHID��TXH�LQWHUYDODVVH�RV�SHUtRGRV�GH�GRFrQFLD��GH�FDGD�XP�GHOHV��HP�3RUWXJDO�FRP�DV�HVWDGLDV�QR�HVWUDQJHLUR��SUHYHQLQGR�GHVWH�PRGR�D�SHUGD�GH�FRQWDFWR�FRP�D�UHDOLGDGH�SRUWXJXHVD��� TXH�LQFHQWLYDVVH�R�GHEDWH�H�D�WURFD�GH�H[SHULrQFLDV�HQWUH�WRGRV�HOHV��HYLWDULD�TXH�HVWH�UHFXUVR�GHVDSDUHFHVVH�FRPR�iJXD�HP�DUHLD��SDUD�LQIHOLFLGDGH�GRV�SURIHVVRUHV�H�GHVJUDoD�dos alunos.

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| Anexos

71A Internacionalização da Língua Portuguesa | 2010

Quadro Que ideNtiFica aS iNStituiçõeS com aS QuaiS o iNStituto camõeS cooPera

PAÍS CIDADE INSTITUIÇÃO TIPO DE DOCENTE

África do

Sul

Cabo

1. Universidade do Cabo I Leitor

2. Parlamento Sul-Africano I Leitor (do Cabo, em acumulação)

Joanesburgo 3. Universidade de Witwatersrand1 Docente

1 CLP/IC

Alemanha

Aachen 4. Universidade Técnica de Aachen 1 Docente

Augsburg 5. Universidade de Augsburg 1 Leitor (de Salzburg, em acumulação)

Berlim

6. Universidade Humbolt

1 Leitor (acumulação)

7. Universidade Livre

Colónia 8. Universidade de Colónia 1 Leitor

Chemnitz 9. Universidade Técnica de Chemnitz 1 Cátedra

Freiburg 10. Universidade de Freiburg 1 Docente

Hamburgo 11. Universidade de Hamburgo1 Leitor

1 CLP/IC

Heidelberg 12. Universidade de Heidelberg 1 Docente

Leipzig 13. Universidade de Leipzig 1 Leitor

Mainz 14. Univ. Joahannes Gutenberg 1 Leitor

Rostock 15. Universidade de Rostock1 Leitor (de Hamburgo,

em acumulação)

Sarbrücken 16. Universidade de Saarbrücken 3 Docentes

Trier 17. Universidade de Trier 1 Docente

1 Cátedra

Angola

Benguela 18. Universidade Agostinho NetoSem Formador, por desistência

1 CLP/IC

Huambo 19. Universidade Agostinho Neto 1 Formador

Luanda 20. Universidade Agostinho Neto 1 Formador

Lubango 21. Universidade Agostinho Neto1 Docente

1 CLP/IC

Argélia Argel 22. Universidade de Argel 1 Docente

Argentina Buenos Aires23. Instituto de Ensino Superior em Línguas

Vivas Juan Ramon Fernandez

1 Leitor

1 CLP/IC

Áustria

Salzburgo 24. Universidade de Salzburgo 1 Leitor

Viena 25. Universidade de Viena1 Leitor

1 CLP/IC

Bélgica

Antuérpia 26. Universidade de Antuérpia1 Leitor

1 CLP/IC

Bruxelas 27. Universidade Livre de Bruxelas 1 Leitor

Gand 28. Universidade de Gand1 Leitor (de Antuérpia,

em acumulação)

Lovaina 29. Universidade de Lovaina 1 Leitor (de Bruxelas, em acumulação)

Mons 30. Universidade de Mons 1 Docente

Brasil

Brasília 31. Universidade de Brasília 1 Docente/Apoio investigação

Minas Gerais 32. Universidade de Minas Gerais 1 Docente/Apoio investigação

Rio de Janeiro

34. Pontifícia U. Católica do R. Janeiro1 Docente

1 Cátedra

35. Real Gabinete Português de Leitura Apoio investigação/Divulgação Cultural

S. Paulo 36. Universidade de S. Paulo1 Docente

1 Cátedra

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Anexos |

72 2010 | A Internacionalização da Língua Portuguesa

Botsuana Gaborone37. Com. Ec. para Desenvolvimento

África Austral1 Leitor

Bulgária

6y¿D� 38. Univ. St. Klimente Ohridski

1 Leitor (acumulação)

Veliko Ternovo 39. U. St Cyril e St. Methodius

Cabo

Verde

Mindelo 40. Centro Cultural 1 Docente

Praia

41. Instituto Superior de Educação

1 Formador

3 Docentes

1 CLP/IC

42. Ministério da Educação/Instituto

Superior de Educação

45 Docentes Locais (Formadores/

Pontos Focais do Projecto de

Formação Contínua de Professores

do Ensino Secundário de Cabo Verde)

43. Centro Cultural1 Docente (Protocolo

com Universidade Piaget)

Canadá

Toronto

44. Universidade de Toronto 1 Leitor

45. Universidade de York 1 Docente

Otava 46. Universidade de Otava 1 Docente

Montreal 47. Universidade de Montreal1 Docente

1 Cátedra

Chile Stgo. do Chile

48. Universidade de Stgo. do Chile

1 Leitor (acumulação)

49. Universidade do Chile

China

Cantão 50. Universidade Jinan 1 Leitor

Chengdu 51. International Health Exchange Center $SRLR�FLHQWt¿FR�GR�&/3�,&�,325

Hong-Kong 52. Universidade de Hong-Kong 1 Leitor

Macau 53. Centro Língua Portuguesa no IPOR

10 Leitores

8 Docentes

1 CLP/IC

Pequim 54. Univ. de Estudos Estrangeiros de Pequim 1 Leitor

Pequim 55. Universidade de Comunicações1 Leitor

1 CLP/IC

Pequim 56. Centro Cultural2 Leitores (de Pequim,

em acumulação)

Xangai 57. Universidade de Xangai1 Leitor

1 CLP/IC

Xiamen 58. Universidade Nac. de Hua Qiao $SRLR�FLHQWt¿FR�GR�&/3�,&�,325

Coreia do

SulPusan 59. Universidade de Pusan

1 Leitor

1 CLP/IC

Costa do

0DU¿P Abidjan 60. Universidade de Cocody1 Leitor (de Dacar, em acumulação)

1 Docente

Croácia

Zagreb 61. Universidade de Zagreb 1 Docente

Zadar 62. Universidade de Zadar 1 Docente

Eslováquia Bratislava 63. Universidade Comenius1 Leitor (de Viena, em acumulação)

3 Docentes

Eslovénia Liubliana 64. Universidade de Liubliana 2 Docentes

PAÍS CIDADE INSTITUIÇÃO TIPO DE DOCENTE

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| Anexos

73A Internacionalização da Língua Portuguesa | 2010

Espanha

Alcalá de

Henares

65. Universidade de Alcalá de Henares

1 Docente (acumulação)

66. Casa das Línguas Ibéricas

Badajoz 67. Universidade da Extremadura 1 Docente

Barcelona 68. Univ. Autónoma de Barcelona

1 Docente

1 Monitor bolsa FMP

1 Cátedra

1 CLP/IC

Barcelona 69. Consulado Geral2 Docentes (1 deles, da Univ.

de Girona, em acumulação)

Burgos 70. Universidade de Burgos 1 Docente

Cáceres 71. Universidade da Extremadura

1 Leitor

1 Docente

1 Monitor bolsa FMP

1 CLP/IC

Castellón 72. Univ. De Jaume Castellón 1 Docente

Girona 73. Universidade de Girona 1 Docente

Granada 74. Universidade de Granada 1 Docente

Huelva 75. Universidade de Huelva 1 Docente

León 76. Universidade de León 1 Docente

Madrid 77. Universidade Autónoma de Madrid1 Docente

1 CLP/IC

78. Casa das Línguas Ibéricas 1 Docente

Oviedo 79. Universidade de Oviedo 1 Docente

Palma de

Maiorca80. Universidade das Ilhas Baleares 1 Docente/Apoio à investigação

Salamanca 81. Universidade de Salamanca1 Docente

1 Cátedra

Santiago de

Compostela 82. Univ. de Stgo. de Compostela 1 Leitor

Valência 83. Universidade de Valência 1 Docente

Vigo 84. Universidade de Vigo1 Docente

1 CLP/IC na Casa de Arines

Estónia

Tallinn 85. Universidade de Tallinn 1 Docente

Tartu 86. Universidade de Tartu 1 Docente

E.U.A

Berkeley 87. Universidade de Berkeley 1 Leitor

Dartmouth 88. Universidade de Massachusets 1 Docente

Newark 89. Univ. de New Jersey-Rutgers1 Leitor

1 CLP/IC

Nova Iorque

90. Univ. de Nova Iorque – Queens College 1 Leitor (de Newark, em acumulação)

91. Univ. de Nova Iorque –

The Graduate Center2 Professores Visitantes

Porto Rico 92. Universidade de Porto Rico 1 Leitor

Providence 93. Universidade Brown 1 Docente

Santa Bárbara 94. Universidade da Califórnia 1 Docente

Washington 95. Universidade Georgetown 1 Leitor

Finlândia

Helsínquia 96. Universidade de Helsínquia 1 Docente

Tampere 97. Universidade de Tampere 1 Docente

PAÍS CIDADE INSTITUIÇÃO TIPO DE DOCENTE

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Anexos |

74 2010 | A Internacionalização da Língua Portuguesa

França

Amiens 98. Univ. de Picardie Jules Verne 1 Docente

Aix-en-Pro-

vence99. Univ. de Provence-Aix-Marseille 1 Leitor

Bordéus 100. Universidade Michel de Montaigne 1 Leitor

Clermont-

Ferrand101. Universidade Blaise Pascal

1 Docente

1 Cátedra

Dijon 102. Universidade de Bourgogne 1 Docente

Grenoble 103. Universidade Stendhal 1 Docente

Lille 104. Universidade Charles de Gaulle1 Leitor

1 CLP/IC

Lyon 105. Universidade Lumière

1 Leitor

1 Bolseiro FMP

1 CLP/IC

Marselha 106. Univ. de Provence-Aix-Marseille 1 Docente

Nantes 107. Universidade de Nantes1 Docente

1 Cátedra

Nice 108. Universidade Sophia Antipolis1 Leitor (de Aix-en-Provence,

em acumulação)

Paris

109. Universidade de Paris III 1 Leitor

110. Universidade Paris IV 1 Leitor

111. Universidade de Paris VIII 1 Leitor

112. Universidade de Paris X 1 Docente

1 Cátedra

113. Centro Cultural1 Leitor (de Paris VIII, em acumulação)

3 Docentes

Pau 114. Univ. de Pau et des Pays de l’Adour 1 Leitor (de Bordéus, em acumulação)

Poitiers 115. Universidade de Poitiers1 Leitor

1 CLP/IC

Rennes116. Universidade de Haute Bretagne -

Rennes II 1 Docente

Saint-Étienne 117. Universidade Jean Monnet 1 Docente

Etiópia Adis Abeba

118. Universidade de Adis Abeba

1 Leitor (acumulação)

119. União Africana

Guiné-

Bissau Bissau

120. Escola Normal Superior Tchico Té

1 Formador

6 Docentes

3 Monitores

1 CLP/IC

131. 11 Pólos de Formação/Ministério

da Educação/Escola Normal Superior

Tchico Té

11 Docentes Locais (Formadores/Pon-

tos Focais do Projecto de Formação

Contínua de Professores do Ensino

Básico e Secundário da Guiné-Bissau)

Grécia Atenas 132. Universidade de Atenas 1 Docente

Hungria

Budapeste

133. Universidade Eötvös Lorand

1 Leitor

2 Docentes bolsa FMP

1 CLP/IC

134. Universidade de Ciênc. Económicas e

Administração

1 Leitor (de Budapeste, em acumu-

lação)

1 Docente

Pécs 135. Universidade de Pécs 1 Docente

Szeged 136. Universidade de Szeged 1 Docente

PAÍS CIDADE INSTITUIÇÃO TIPO DE DOCENTE

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| Anexos

75A Internacionalização da Língua Portuguesa | 2010

Índia

Goa 137. Universidade de Goa

1 Leitor

4 Docentes bolsa FMP

1 CLP/IC

Nova Deli

138. Universidade de Nova Delhi1 Leitor

1 Docente

139. Universidade Jawaharlal Nehru 1 Docente

140. Centro Cultural 2 Docentes

Calcutá 141. Univ. Jadvapur 1 Docente

Indonésia Jacarta 142. Universidade da Indonésia 1 Leitor

Irlanda

Dublin 143. Universidade de Dublin

1 Leitor (acumulação)

Maynooth 144. Universidade Nac. da Irlanda

Israel

Jerusalém 145. Universidade Hebraica de Jerusalém

1 Leitor (acumulação)

Telavive 146. Universidade de Telavive

Itália

Aquilla 147. Universidade de Aquilla 1 Docente

Arcavacata di

Rende148. Universidade da Calábria 1 Docente

Bari 149. Universidade de Bari1 Docente

1 Cátedra

Bolonha 150. Universidade de Bolonha1 Docente

1 Cátedra

Florença

151. Universidade de Florença 1 Docente

152. Instituto Universitário Europeu

1 Docente (acumulação)

1 Professor Titular

1 Cátedra

Forli153. Esc. Sup. Lgas. Modernas para

Interpretariado e Tradução1 Docente (acumulação)

Milão 154. Universidade de Milão 1 Docente

Nápoles

155. Universidade de Nápoles - Instituto

Univ. Orientale1 Docente

156. Univ. de Nápoles Suor Orsola 1 Docente

Pádua 157. Universidade de Pádua 1 Docente

Parma 158. Universidade de Parma 1 Docente

Pisa 159. Universidade de Pisa 1 Docente

1 Cátedra

Roma

160. Universidade de Roma Tre1 Docente

1 Cátedra

161. Universidade de Roma La Sapienza 1 Docente

1 Cátedra

162. Universidade de Roma Tor Vergata1 Docente

1 Cátedra

Salerno 163. Universidade de Salerno 1 Docente

Siena 164. Universidade de Siena 1 Docente

Trento 165. Universidade de Trento 1 Docente

Turim 166. Universidade de Turim 1 Docente

Veneza 167. Universidade de Veneza 1 Docente

Viterbo 168. Universidade da Tuscia 1 Docente

1 Cátedra

Lituânia Vilnius 169. Universidade de Vilnius 1 Docente

Macedónia Skopje170. Universidade de St. Cyril e

St. Methodius1 Docente

Malásia Kuala Lumpur 171. Universidade Malaia 1 Leitor

PAÍS CIDADE INSTITUIÇÃO TIPO DE DOCENTE

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Anexos |

76 2010 | A Internacionalização da Língua Portuguesa

Marrocos

Casablanca

172. Pólo do Centro Cultural

1 Docente (acumulação)

173. Universidade de Casablanca

Rabat

174. Centro Cultural

1 Leitor (acumulação)

175. Universidade

MéxicoCidade do

México176. Universidade Nac. Autónoma do México

1 Leitor

1 Cátedra

2 CLP/IC

Moçam-

bique

Beira 177. Universidade Pedagógica

1 Formador

6 Monitores

6 Bolseiros FMP

7 Docentes Locais (Formadores

Projecto de Formação Contínua de

Professores do Ensino Secundário

de Moçambique)

1 CLP/IC

Lichinga 178. Universidade Pedagógica

1 Formador (acumulação)

5 Docentes Locais (Formadores

Projecto de Formação Contínua de

Professores do Ensino Secundário

de Moçambique)

Maputo

179. Universidade Eduardo Mondlane1 Formador

1 Monitor

180. Universidade Pedagógica

1 Formador

9 Docentes Locais (Formadores

Projecto de Formação Contínua de

Professores do Ensino Secundário

de Moçambique)

1 CLP/IC

Nampula 181. Universidade Pedagógica

1 Formador

1 Monitor

19 Docentes Locais (Formadores

Projecto de Formação Contínua de

Professores do Ensino Secundário

de Moçambique)

1 CLP/IC

Quelimane 182. Universidade Pedagógica

1 Formador (acumulação)

9 Docentes Locais (Formadores

Projecto de Formação Contínua de

Professores do Ensino Secundário

de Moçambique)

Xai Xai 183. Universidade Pedagógica

1 Formador (acumulação)

15 Docentes Locais (Formadores

Projecto de Formação Contínua de

Professores do Ensino Secundário

de Moçambique)

Moldávia Chisinau 184. Universidade de Chisinau1 Docente

1 CLP/IC

Namíbia Windhoek 185. Universidade Nacional da Namíbia1 Leitor

1 Docente

Nigéria Abuja

186. Universidade de Abuja

1 Leitor (acumulação)

187. CEDEAO

Noruega Oslo 188. Universidade de Oslo 1 Docente

Nova

ZelândiaOtago 189. Universidade de Otago 1 Leitor

Países

BaixosUtreque 190. Universidade de Utreque 1 Leitor

PAÍS CIDADE INSTITUIÇÃO TIPO DE DOCENTE

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| Anexos

77A Internacionalização da Língua Portuguesa | 2010

Polónia

Lublin 191. Universidade Marie Curie - Skolowskeij

1 Leitor (de Varsóvia, em acumulação)

1 Docente

1 CLP/IC

Poznan 192. Universidade Adam Mickiewicz 1 Docente

Varsóvia 193. Universidade de Varsóvia1 Leitor

2 Docente bolsa FMP

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Anexos |

82 2010 | A Internacionalização da Língua Portuguesa

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