a internacionalização da língua portuguesa.pdf
TRANSCRIPT
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A InternAcIonAlIzAção dA línguA PortuguesAPara uma política articulada de promoção e difusão
Lisboa, 2010Disponível em http://www.gepe.min-edu.pt
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
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
Sumário
Sumário
| 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�$XVWUDO� . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
,VDEHO�/HLULD��'H¿QLomR�GR�3HU¿O�GR�3URIHVVRU� GH�3RUWXJXrV�/tQJXD�QmR�0DWHUQD� . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
4XDGUR�TXH�LGHQWL¿FD�DV�LQVWLWXLo}HV� FRP�DV�TXDLV�R�,QVWLWXWR�&DP}HV�FRRSHUD� . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
0iULR�)LOLSH��'LIXVmR�GD�/tQJXD�3RUWXJXHVD� HP�(QVLQR�D�'LVWkQFLD��0HWRGRORJLDV�GH�e-learning . . . . . . . . . . . . . . . . . . . . . . . 81
Guião de leitura
Guião de leitura
| Guião de Leitura
11A Internacionalização da Língua Portuguesa | 2010
Guião de leitura
1. consIderAções PrelImInAres: trajecto de análise
3RQWRV�GH�SDUWLGD��WUrV�DVVHUo}HV��*UXSR�GH�WUDEDOKR��(QWLGDGHV�FRQVXOWDGDV�H�GRFXPHQWRV�DQDOLVDGRV��&RQFOXV}HV�SURYLVyULDV�
2. reflexões IntercAlAres: sLWXDo}HV��D¿UPDo}HV�H�UHIXWDo}HV
'H¿QLo}HV� IXQGDPHQWDLV�� ,QWHUQDFLRQDOL]DomR�GD� OtQJXD��DVSHFWRV�H�HIHLWRV��$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
13A Internacionalização da Língua Portuguesa | 2010
| Consideraçõespreliminares
1. consIderAções PrelImInAres: trajecto de análise
1.1. 2�GRFXPHQWR�TXH�DJRUD�VH�DSUHVHQWD�UHVXOWD�GH�XPD�VROLFLWDomR�IRUPXODGD�SHOR�0LQLVWpULR�GRV�1HJyFLRV�(VWUDQJHLURV�H�SHOR�0LQLVWpULR�GD�(GXFDomR�� WHQGR�HP�YLVWD�XPD�DQiOLVH�GD�VLWXDomR�DFWXDO�GD�SROtWLFD�GH�OtQJXD�SRUWXJXHVD�H��FRP�EDVH�QHVVD�DQiOLVH��D�HQXQFLDomR�GH�SURSRVWDV�GH�RULHQWDomR�HVWUDWpJLFD�TXH�SHUPLWDP�UHODQoDU�D�UHIHULGD�SROtWLFD�GH�OtQJXD��(P�WHUPRV�JHQpULFRV��D�UHÀH[mR�TXH�GHX�OXJDU�D�HVWH�GRFXPHQWR��D�TXH�VH�FKDPDUi��D�SDUWLU�GH�DJRUD��UHODWyULR�¿QDO��LGHQWL¿FRX��FRPR�VHX�SRQWR�GH�SDUWLGD��DV�VHJXLQWHV�DVVHUo}HV�
�� $�OtQJXD�SRUWXJXHVD�FRQVWLWXL�XP�LQVWUXPHQWR�GH�D¿UPDomR�HVWUDWpJLFD�TXH�WUDQV� FHQGH�D�HVWULWD�GLPHQVmR�GD�HVIHUD�OLQJXtVWLFD�
�� $�SURMHFomR�LQWHUQDFLRQDO�GD�OtQJXD�SRUWXJXHVD�QmR�FRUUHVSRQGH��QHVWH�PRPHQWR��j�GLPHQVmR�GR�VHX�XQLYHUVR�GH�IDODQWHV�
�� 8PD�SROtWLFD�GH�OtQJXD�GHYH��GH�IRUPD�DUWLFXODGD�H�FRHUHQWH��FRQJUHJDU�HVIRUoRV�GH�GLYHUVRV�SURWDJRQLVWDV�HP�3RUWXJDO�H��QXP�SODQR�TXH�XOWUDSDVVD�R�SUHVHQWH�UHODWyULR��FRQYRFDU�WDPEpP�D�LQWHUYHQomR�GH�RXWURV�SDtVHV��QR�TXDGUR�GD�&RPXQLGDGH�GRV�3DtVHV�GH�/tQJXD�3RUWXJXHVD�
(P�IXQomR�GHVWDV�WUrV�DVVHUo}HV��FRQVWLWXLX�VH�R�JUXSR�GH�WUDEDOKR�UHVSRQViYHO�SRU�HVWH�UHODWyULR�¿QDO�H�TXH�WHP�D�VHJXLQWH�FRPSRVLomR�
�� &DUORV�5HLV��FRRUGHQDGRU�
�� ana paula laborinho
�� isabel leiria
�� 0DULD�GH�)iWLPD�3LQKHLUR
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'HVGH� ORJR�¿FRX�SDWHQWH�TXH�D�UHÀH[mR�D� OHYDU�D�FDER�±�SDVVDQGR�SUHOLPLQDU� PHQWH�SRU�XP�EUHYH�GLDJQyVWLFR�GD�VLWXDomR�DFWXDO�GD�OtQJXD�SRUWXJXHVD��QR�TXH�j�VXD�LQWHUQDFLRQDOL]DomR�GL]�UHVSHLWR�±�GHYHULD�FRQWHPSODU�VREUHWXGR�GRLV�YHFWRUHV�GH�DQiOLVH��R�GR�HQVLQR�GD�/tQJXD�H�GD�&XOWXUD�3RUWXJXHVDV�QR�HVWUDQJHLUR�H�R�GD�FRRSHUDomR�LQWHUQDFLRQDO��QDTXHOHV�DVSHFWRV�HP�TXH�D�FRPSRQHQWH�OLQJXtVWLFD�SRGH�H�GHYH�VHU�HQYROYLGD��1HVVH�VHQWLGR��UHYHODUDP�VH�PXLWR�VLJQL¿FDWLYRV�GLYHUVRV�SDVVRV� GR� GRFXPHQWR�Uma Visão Estratégica para a Cooperação Portuguesa �5HVROXomR� GR� &RQVHOKR� GH�0LQLVWURV� Q��� ���������� EHP� FRPR� HQFRQWURV� GH�WUDEDOKR�FRP�R�6HFUHWiULR�GH�(VWDGR�GRV�1HJyFLRV�(VWUDQJHLURV�H�GD�&RRSHUDomR��01(���FRP�R�6HFUHWiULR�GH�(VWDGR�GDV�&RPXQLGDGHV��01(��H�FRP�R�6HFUHWiULR�GH�(VWDGR�$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��$VVLP��
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14 2010 | A Internacionalização da Língua Portuguesa
Considerações |preliminares
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$�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�
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�� $VVHPEOHLD�GD�5HS~EOLFD�
± Relatório da Comissão de Educação, Ciência e Cultura. 20 de Abril-1 de Maio de 2001.
�� Conselho de ministros:
± Resolução do Conselho de Ministros n.º 196/2005. Uma Visão Estratégica para a Cooperação Portuguesa.
1� 5HXQLmR�HP�0DGULG�FRP�D�'LUHFWRUD�GR�,&��&DUPHQ�&DIIDUHO��H�FRP�R�UHVSHFWLYR�'LUHFWRU�$FDGpPLFR��-RUJH�8UUXWLD�
2� 6HQKRUD�)UDQoRLVH�7DX]HU�6DEDWHOOL��$WWDFKp�GHV�$IIDLUHV�GH�&RRSpUDWLRQ�(GXFDWLYH��
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;
16 2010 | A Internacionalização da Língua Portuguesa
Considerações |preliminares
± elena losada soler, Os Estudos de Lusitanística na Universidade de Barcelona;
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25A Internacionalização da Língua Portuguesa | 2010
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26 2010 | A Internacionalização da Língua Portuguesa
4. Agentes e Instrumentos: subsídios para uma análise crítica
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33A Internacionalização da Língua Portuguesa | 2010
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40 2010 | A Internacionalização da Língua Portuguesa
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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
Anexos
| 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.
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,
| 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�
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�����
| 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�
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�����
| 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
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$��D�PpGLR�H�D�ORQJR�SUD]R
| Anexos
53A Internacionalização da Língua Portuguesa | 2010
4.3. Oportunidades��2SSRUWXQLWLHV�
�� 3RVVLELOLGDGH�GD�FRQ¿UPDomR�GD�YRQWDGH�SROtWLFD�3RUWXJXHVD�QD�FRQVROLGDomR�GR�SURFHVVR�GH�LQWHJUDomR�UHJLRQDO�GD�6$'&�
�� 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$'&��
Anexos |
54 2010 | A Internacionalização da Língua Portuguesa
3RQWR�����_�3ULRULGDGHV�VHFWRULDLV
2�GHVHQYROYLPHQWR�VXVWHQWiYHO�H�D� OXWD�FRQWUD�D�SREUH]D�HQFRQWUDP�QD�educação�XP�IRUWH�DOLDGR�³���� entendendo esta como um sector-chave da cooperação portuguesa”, que D�³9LVmR�(VWUDWpJLFD´�FRORFD�DR�PHVPR�QtYHO�GH�LPSRUWkQFLD�SULRULGDGH��L��GD�%RD�*RYHU-QDomR���LL��GR�'HVHQYROYLPHQWR�5XUDO���LLL��GD�6D~GH���LY��GD�3URWHFomR�GR�$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�
| 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�
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�
| Anexos
57A Internacionalização da Língua Portuguesa | 2010
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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$�LUi�GLVFXWLU�H�GH¿QLU�R�³PRGHOR´�DSURSULDGR��H�DSUHVHQWi�OR�HP�HGLo}HV�ELOtQJXHV�
6. Plano de acção
6.1. ANO 1 | Fase de Formulação, Calendarização, Orçamentação | 2006 - 2007.
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¬�H[FHSomR�GH�$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.
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6.2. ANOS 2 a 4 | Fase de Implementação | 2008 e 2009
3URS}HP�VH�TXH�D�IRUPDomR�GRV�IXWXURV�SURIHVVRUHV�GH�/tQJXD�3RUWXJXHVD��VXO-�DIULFDQRV�RX�FLGDGmRV�RULXQGRV�GH�SDtVHV�GD�6$'&��VHMD�IHLWD��
�L�� QD� 8QLYHUVLGDGH� GH�:LWWZDWHUVUDQG� HP� -RDQHVEXUJR�� RQGH� Mi� IXQFLRQD� XP� 1~FOHR�GH�/tQJXD�3RUWXJXHVD��RULHQWDGR�SRU�XPD�SURIHVVRUD�QDWXUDOL]DGD�6XO-�DIULFDQD�� GH� RULJHP� 3RUWXJXHVD�� (VWH� 1~FOHR� SRGHUi� YLU� D� VHU� WHFQLFDPHQWH�DSRLDGR�SHOD�)DFXOGDGH�GH�/HWUDV�GD�8QLYHUVLGDGH�1RYD�GH�/LVERD��TXH�GHWpP�Mi�H[SHULrQFLD�QHVWH�WLSR�GH�DSRLRV�
�LL��QD�81,6$��HP�3UHWRULD��RQGH� IXQFLRQD�XP�'HSDUWDPHQWR�GH�/tQJXD�3RUWX-JXHVD��UHFXUVRV�KXPDQRV�TXH�DFRPSDQKDP�H�VXSHUYLVLRQDP�&XUVRV�GH�/tQJXD�3RUWXJXHVD��QR�kPELWR�GR�HQVLQR�D�GLVWkQFLD�
�LLL��HP�RXWUDV�8QLYHUVLGDGHV��QRPHDGDPHQWH�QD�&LGDGH�GR�&DER�TXH�FRQWD�FRP�XP�OHLWRUDGR��OHLWRU�PRoDPELFDQR�HVWi�QHVWH�&HQWUR���QR�kPELWR�GD�WULDQJXODomR��$QJROD�5$6�0RoDPELTXH��
$�HVWUDWpJLD�GH�VXVWHQWDELOLGDGH�GR�352/Ë1*8$�SUHFRQL]D�TXH�YHQKDP�D�VHU�IRUPDGRV� MRYHQV� VXO�DIULFDQRV� �SRGHQGR� VHU� /XVR�GHVFHQGHQWHV� RX� QDWXUDOL� ]DGRV��FRP�KDELOLWDo}HV�SUySULDV�SDUD�OHFFLRQDU�D�/tQJXD�3RUWXJXHVD�QDV�HVFRODV�
Anexos |
58 2010 | A Internacionalização da Língua Portuguesa
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6.3. ANO 5 | Fase de Transição | 2010
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| Anexos
61A Internacionalização da Língua Portuguesa | 2010
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Anexos |
62 2010 | A Internacionalização da Língua Portuguesa
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| Anexos
63A Internacionalização da Língua Portuguesa | 2010
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Anexos |
64 2010 | A Internacionalização da Língua Portuguesa
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| Anexos
65A Internacionalização da Língua Portuguesa | 2010
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Anexos |
66 2010 | A Internacionalização da Língua Portuguesa
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68 2010 | A Internacionalização da Língua Portuguesa
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2V�WUrV�DQRV�GH�XPD�OLFHQFLDWXUD�SDUHFHP�PH�HVFDVVRV�SDUD�IRUPDU�XP�SUR¿VVLRQDO�FRP�R�SHU¿O�DGHTXDGR��$SRVWDULD�PDLV�QXPD�SyV�JUDGXDomR�HP�OLQJXtVWLFD�DSOLFDGD�VREUH�XP�HGLItFLR�FXOWXUDO�FRQVROLGDGR�GR�TXH�QXP�EDQKR�GH�FXOWXUD�VREUH�XPD�IRUPDomR�LQLFLDO�HP�OLQJXtVWLFD��,VWR�VLJQL¿FD�TXH�QmR�WrP�QHFHVVDULDPHQWH�GH�VHU�OLFHQFLDGRV�HP�/HWUDV��(VWH�SHU¿O�FRPELQDULD�FDUDFWHUtVWLFDV�LQGLVSHQViYHLV�GR�SHU¿O�GR�SDVVDGR�FRP�XPD�IRUPDomR�TXH�R�SUHVHQWH�H[LJH��$¿QDO�� TXDQGR�QR�HVWUDQJHLUR�� HOHV� FRQWLQXDP�D� WHU� XPD� WDUHID�FRPSDUiYHO�j�GH�XP�HPEDL[DGRU�H��GR�VHX�SHU¿O��GHSHQGH�PXLWDV�YH]HV�D�VDOD�FKHLD�RX�D�VDOD�YD]LD��GHSHQGH�XP�LQWHUHVVH�DFUHVFLGR�RX�R�GH¿QKDU�GR�LQWHUHVVH�SHOD�QRVVD�OtQJXD�QXPD�GDGD�XQLYHUVLGDGH��,QWHUHVVH�TXH��XPD�YH]�SHUGLGR��SRGH�GHPRUDU�DQRV�D�UHFXSHUDU��3DUD�R�HQVLQR�HP�3RUWXJDO�D�FULDQoDV�H�MRYHQV��D�IDOWD�GH�SUHSDUDomR��DVVRFLDGD�j�LQDGH-TXDomR�FXUULFXODU��SRGH�VHU�GHFLVLYDPHQWH�GHVDVWURVD��0DLV�SUHRFXSDQWH��SRUTXH�R�PRGHOR�VH�UHSURGX]��p�R�FDVR�GD�IRUPDomR�GH�IRUPDGRUHV��HP�ÈIULFD��HP�7LPRU��RX�HP�3RUWXJDO��3RU�HVVD�UD]mR��D�IRUPDomR�QmR�SRGH�VHU�GH�YmR�GH�HVFDGD��HOD�GHYH�VHU�FUHGLWDGD�H�D�VHOHFomR�GHVWHV�SUR¿VVLRQDLV�GHYH�SDXWDU�VH�SRU�FULWpULRV�GH�ULJRU�H�H[LJrQFLD�
,QVLVWH�VH�PXLWR�HP�TXH�H[SHULrQFLD��VHP�IRUPDomR��QmR�EDVWD��H�HP�TXH�D�LQYHVWLJDomR�GHYH�DSRLDU�R�HQVLQR�GD�OtQJXD��(X�QmR�SRGHULD�HVWDU�PDLV�GH�DFRUGR��1R�HQWDQWR��HVTXHFH-�VH�IUHTXHQWHPHQWH�TXH�D�LQYHVWLJDomR�DSRLDGD�QD�H[SHULrQFLD�GH�HQVLQR��TXH�PDQWpP�R�LQYHVWLJDGRU�DSHJDGR�DR�UHDO��p�D�PDLV�IUXWtIHUD��$�H[SHULrQFLD�GH�HQVLQR�GRV�SURIHVVRUHV�FRQVWLWXL�SRU�LVVR�XP�WHVRXUR�TXH�GHYH�VHU�UHQWDELOL]DGR�H�QmR�SHUGLGR��$�¿[DomR�GH�SURIHV-VRUHV�D�HVWD�DFWLYLGDGH��VH�QmR� UHVROYHVVH��SHOR�PHQRV�PLQRUDYD�XP�RXWUR�SUREOHPD��D�TXDVH�LQH[LVWrQFLD�GH�PDWHULDLV�SDUD�R�HQVLQR�RX�D�IDOWD�GH�TXDOLGDGH�GRV�H[LVWHQWHV��3DVVDQGR�UDSLGDPHQWH�SRU�HVWD�DFWLYLGDGH��DRV�SURIHVVRUHV�QmR�p�GDGD�D�SRVVLELOLGDGH�GH�DGTXLUHP�H[SHULrQFLD�H�GH�GHVHQYROYHP�LQYHVWLJDomR�TXH�SRVVDP�VHU�DSOLFDGDV�QD�SURGXomR�GH�PDWHULDLV�GLGiFWLFRV��&RP�D�DJUDYDQWH�GH�TXH�SURGX]LU�PDWHULDLV�SDUD�HVWD�UHDOLGDGH�p�XPD�WDUHID�SDUWLFXODUPHQWH�FRPSOLFDGD�H�¿QDQFHLUDPHQWH�SRXFR�FRPSHQVDWyULD�SDUD�DV�HGLWRUDV��6HQGR�RV�IDFWRUHV�HQYROYLGRV�QD�DSUHQGL]DJHP�GH�XPD�/��HP�Q~PHUR�TXDVH�LQFDOFXOiYHO��RV�S~EOLFRV�WrP�FDUDFWHUtVWLFDV�PXLWR�GLYHUVDV�H��FRQVHTXHQWHPHQWH��VmR�QXPHULFDPHQWH�SRXFR�H[SUHVVLYRV��(P�FRQWUDSDUWLGD��SURIHVVRUHV�H[SHULHQWHV�H�FRP�IRUPDomR�DGHTXDGD�VmR�FDSD]HV�GH�ID]HU�XPD�REVHUYDomR�FUtWLFD�GRV�PDWHULDLV�GLVSRQtYHLV��DOpP�GLVVR��SURGX]HP�PDWHULDLV�SUySULRV�H�VmR��SRU�FRQVHJXLQWH��PXLWR�PHQRV�GHSHQGHQWHV�GRV�SUp�IDEULFDGRV�TXH�UDUDPHQWH�VH�DGHTXDP�D�XP�GHWHUPLQDGR�FRQWH[WR�GH�HQVLQR��
(VWH�SDQRUDPD�DSRQWD�QXPD�GLUHFomR��6H�D�WXWHOD�GR�HQVLQR�GR�SRUWXJXrV�D�IDODQWHV�TXH�QmR�R�WrP�FRPR�/��FRQWLQXDU�D�VHU�UHSDUWLGD�SRU�WUrV�PLQLVWpULRV��QmR�VHL�FRPR��H�UHFR-QKHoR�TXH�SRGH�VHU�XPD�PLUDJHP��VHULD�GHVHMiYHO�XP�HQWHQGLPHQWR�TXH��DSURYHLWDQGR�IRUPDomR�H�H[SHULrQFLD�DFXPXODGD��SHUPLWLVVH�D�PRELOLGDGH�GH�SURIHVVRUHV�GH�SRUWXJXrV�/��HQWUH�WRGRV�RV�HVSDoRV�GH�HQVLQR��QR�HVWUDQJHLUR��DR�VHUYLoR�GR�,QVWLWXWR�&DP}HV��HP�
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.
| 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
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
| 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
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
| 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
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
| 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
R. Unido
Belfast 194. Universidade Queen 1 Docente
Birmingham 195. Universidade de Birmingham1 Docente
1 Cátedra
Bristol 196. Universidade de Bristol 1 Docente
Cambridge 197. Universidade de Cambridge 1 Docente
Edimburgo 198. Universidade de Edimburgo1 Leitor
1 CLP/IC
Glasgow 199. Universidade de Glasgow 1 Docente
Leeds 200. Universidade de Leeds 1 Leitor
Liverpool 201. Universidade de Liverpool 1 Docente
Londres
202. Universidade de Londres - King’s
College London
1 Leitor
1 Cátedra
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