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A dissertação analisa experiências de ensino bilíngue nos Centros de Experimentação de Educação e Formação (CEEF) e no Projeto de Apoio ao Ensino Bilíngue no Arquipélago de Ilhas Bijagós (PAEBB), em Bubaque, região de Bolama Bijagós, Guiné-Bissau. Aborda a problemática da relação entre línguas e saberes locais, no processo de alfabetização e no currículo do Ensino Básico, com finalidade de reconhecer suas vantagens para a aprendizagem das crianças em escolarização inicial. Esta discussão é baseada na institucionalização do kriol e abre a possibilidade de integrar os conteúdos e práticas culturais no currículo local. A finalidade da introdução do kriol como língua de ensino é reduzir a distância entre a escola e a comunidade, assim como descolonizar o próprio currículo, saber e poder (QUIJANO, 2005). O ensino bilíngue dos CEEF e PAEBB integra saberes comunitários para estimular aprendizagens, utilizando e reconhecendo as línguas locais na escola. Essa premissa sustenta que as escolas devem associar-se à cultura autóctone e ao seu valor intrínseco. Entende-se que a inclusão dos saberes locais na escola pode facilitar aprendizagem e contextualizar os conhecimentos socioculturais locais. Com a introdução da língua local, o kriol, cria-se um espaço de convivência dos saberes local e universal e lança-se um repto aos educadores no sentido de serem responsáveis na produção e disseminação de conhecimento. A base teórica do trabalho é fundada no pensamento de Paulo Freire (1978), acerca da relação entre educação e cultura nos processos de alfabetização; Michael Apple (2000), base para pensar o currículo; Clifford Geertz (1997), para o conceito de cultura. O material empírico foi produzido em pesquisa de campo, com busca documental no Ministério de Educação e no escritório da Fundação para o Apoio ao Desenvolvimento dos Povos dos Arquipélagos de Bijagós (FASPEBI), na Guiné-Bissau, com recorte temporal entre 1986 e 2017. A produção documental para análise incluiu questionários sociolinguísticos e entrevistas semiestruturadas com professores e estudantes de duas escolas vinculadas à FASPEBI. A partir da análise das experiências que agregam as línguas locais, destaca-se positivamente a integração do kriol como língua de ensino e a fusão de conteúdos disciplinares com saberes da tradição local. No entanto, ressalta-se a falta de formação superior e diplomada de professores no domínio de ensino bilíngue, a heterogeneidade de turmas, as dificuldades metodológicas e didáticas dos docentes. / The present pos-graduation dissertation analyzes bilingual education experiences in the Education and Training Experimentation Centers (CEEF) and the Bilingual Education Support Project in the Bijagós Islands (PAEBB), in Bubaque, Bolama region of Bijagós, Guiné-Bissau. It addresses the issue of the relationship between languages and local knowledge, in the literacy process and in the Basic Education curriculum, in order to recognize its advantages for the learning of children in initial schooling. This discussion is based on the institutionalization of kriol and opens the possibility of integrating cultural content and practices into the local curriculum. The purpose of introducing Kriol as a teaching language is to reduce the distance between school and community, as well as decolonize one's own curriculum, knowledge and power (QUIJANO, 2005). The bilingual education of CEEF and PAEBB integrates community knowledge to stimulate learning, using and recognizing local languages in school. This premise maintains that schools must associate themselves with the indigenous culture and its intrinsic value. It is understood that the inclusion of local knowledge in school can facilitate learning and contextualize local socio-cultural knowledge. With the introduction of the local language, kriol, a space is created for the coexistence of local and universal knowledge, and a challenge is presented to educators in order to be responsible for the production and dissemination of knowledge. The theoretical basis of work is based on the thinking of Paulo Freire (1978), about the relationship between education and culture in literacy processes; Michael Apple (2000), basis for thinking the curriculum; Clifford Geertz (1997), for the concept of culture. The empirical material was produced in field research, with documentary search in the Ministry of Education and in the office of the Foundation for the Support to the Development of the Peoples of the Bijagós Archipelagos (FASPEBI), in Guinea-Bissau, with temporal cut between 1986 and 2017. The documentary production for analysis included sociolinguistic questionnaires and semi-structured interviews with teachers and students from two schools linked to FASPEBI. From the analysis of the experiences that add the local languages, the integration of kriol as a teaching language and the fusion of disciplinary contents with local traditions are positively highlighted. However, there is a lack of superior and qualified teacher training in bilingual education, the heterogeneity of classes, the methodological and didactic difficulties of teachers.

Transducers are finite state automata with an output. In this thesis, we attempt to classify sequences that can be constructed by iteratively applying a transducer to a given word. We begin exploring this problem by considering sequences of words that can be produced by iterative application of a transducer to a given input word, i.e., identifying sequences of words of the form w, t(w), t²(w), . . . We call such sequences transducer recognizable. Also we introduce the notion of "recognition of a sequence in context", which captures the possibility of concatenating prefix and suffix words to each word in the sequence, so a given sequence of words becomes transducer recognizable. It turns out that all finite and periodic sequences of words of equal length are transducer recognizable. We also show how to construct a deterministic transducer with the least number of states recognizing a given sequence. To each transducer t we associate a two-dimensional language L²(t) consisting of blocks of symbols in the following way. The first row, w, of each block is in the input language of t, the second row is a word that t outputs on input w. Inductively, every subsequent row is a word outputted by the transducer when its preceding row is read as an input. We show a relationship of the entropy values of these two-dimensional languages to the entropy values of the one-dimensional languages that appear as input languages for finite state transducers.

A dissertação analisa experiências de ensino bilíngue nos Centros de Experimentação de Educação e Formação (CEEF) e no Projeto de Apoio ao Ensino Bilíngue no Arquipélago de Ilhas Bijagós (PAEBB), em Bubaque, região de Bolama Bijagós, Guiné-Bissau. Aborda a problemática da relação entre línguas e saberes locais, no processo de alfabetização e no currículo do Ensino Básico, com finalidade de reconhecer suas vantagens para a aprendizagem das crianças em escolarização inicial. Esta discussão é baseada na institucionalização do kriol e abre a possibilidade de integrar os conteúdos e práticas culturais no currículo local. A finalidade da introdução do kriol como língua de ensino é reduzir a distância entre a escola e a comunidade, assim como descolonizar o próprio currículo, saber e poder (QUIJANO, 2005). O ensino bilíngue dos CEEF e PAEBB integra saberes comunitários para estimular aprendizagens, utilizando e reconhecendo as línguas locais na escola. Essa premissa sustenta que as escolas devem associar-se à cultura autóctone e ao seu valor intrínseco. Entende-se que a inclusão dos saberes locais na escola pode facilitar aprendizagem e contextualizar os conhecimentos socioculturais locais. Com a introdução da língua local, o kriol, cria-se um espaço de convivência dos saberes local e universal e lança-se um repto aos educadores no sentido de serem responsáveis na produção e disseminação de conhecimento. A base teórica do trabalho é fundada no pensamento de Paulo Freire (1978), acerca da relação entre educação e cultura nos processos de alfabetização; Michael Apple (2000), base para pensar o currículo; Clifford Geertz (1997), para o conceito de cultura. O material empírico foi produzido em pesquisa de campo, com busca documental no Ministério de Educação e no escritório da Fundação para o Apoio ao Desenvolvimento dos Povos dos Arquipélagos de Bijagós (FASPEBI), na Guiné-Bissau, com recorte temporal entre 1986 e 2017. A produção documental para análise incluiu questionários sociolinguísticos e entrevistas semiestruturadas com professores e estudantes de duas escolas vinculadas à FASPEBI. A partir da análise das experiências que agregam as línguas locais, destaca-se positivamente a integração do kriol como língua de ensino e a fusão de conteúdos disciplinares com saberes da tradição local. No entanto, ressalta-se a falta de formação superior e diplomada de professores no domínio de ensino bilíngue, a heterogeneidade de turmas, as dificuldades metodológicas e didáticas dos docentes. / The present pos-graduation dissertation analyzes bilingual education experiences in the Education and Training Experimentation Centers (CEEF) and the Bilingual Education Support Project in the Bijagós Islands (PAEBB), in Bubaque, Bolama region of Bijagós, Guiné-Bissau. It addresses the issue of the relationship between languages and local knowledge, in the literacy process and in the Basic Education curriculum, in order to recognize its advantages for the learning of children in initial schooling. This discussion is based on the institutionalization of kriol and opens the possibility of integrating cultural content and practices into the local curriculum. The purpose of introducing Kriol as a teaching language is to reduce the distance between school and community, as well as decolonize one's own curriculum, knowledge and power (QUIJANO, 2005). The bilingual education of CEEF and PAEBB integrates community knowledge to stimulate learning, using and recognizing local languages in school. This premise maintains that schools must associate themselves with the indigenous culture and its intrinsic value. It is understood that the inclusion of local knowledge in school can facilitate learning and contextualize local socio-cultural knowledge. With the introduction of the local language, kriol, a space is created for the coexistence of local and universal knowledge, and a challenge is presented to educators in order to be responsible for the production and dissemination of knowledge. The theoretical basis of work is based on the thinking of Paulo Freire (1978), about the relationship between education and culture in literacy processes; Michael Apple (2000), basis for thinking the curriculum; Clifford Geertz (1997), for the concept of culture. The empirical material was produced in field research, with documentary search in the Ministry of Education and in the office of the Foundation for the Support to the Development of the Peoples of the Bijagós Archipelagos (FASPEBI), in Guinea-Bissau, with temporal cut between 1986 and 2017. The documentary production for analysis included sociolinguistic questionnaires and semi-structured interviews with teachers and students from two schools linked to FASPEBI. From the analysis of the experiences that add the local languages, the integration of kriol as a teaching language and the fusion of disciplinary contents with local traditions are positively highlighted. However, there is a lack of superior and qualified teacher training in bilingual education, the heterogeneity of classes, the methodological and didactic difficulties of teachers.

A dissertação analisa experiências de ensino bilíngue nos Centros de Experimentação de Educação e Formação (CEEF) e no Projeto de Apoio ao Ensino Bilíngue no Arquipélago de Ilhas Bijagós (PAEBB), em Bubaque, região de Bolama Bijagós, Guiné-Bissau. Aborda a problemática da relação entre línguas e saberes locais, no processo de alfabetização e no currículo do Ensino Básico, com finalidade de reconhecer suas vantagens para a aprendizagem das crianças em escolarização inicial. Esta discussão é baseada na institucionalização do kriol e abre a possibilidade de integrar os conteúdos e práticas culturais no currículo local. A finalidade da introdução do kriol como língua de ensino é reduzir a distância entre a escola e a comunidade, assim como descolonizar o próprio currículo, saber e poder (QUIJANO, 2005). O ensino bilíngue dos CEEF e PAEBB integra saberes comunitários para estimular aprendizagens, utilizando e reconhecendo as línguas locais na escola. Essa premissa sustenta que as escolas devem associar-se à cultura autóctone e ao seu valor intrínseco. Entende-se que a inclusão dos saberes locais na escola pode facilitar aprendizagem e contextualizar os conhecimentos socioculturais locais. Com a introdução da língua local, o kriol, cria-se um espaço de convivência dos saberes local e universal e lança-se um repto aos educadores no sentido de serem responsáveis na produção e disseminação de conhecimento. A base teórica do trabalho é fundada no pensamento de Paulo Freire (1978), acerca da relação entre educação e cultura nos processos de alfabetização; Michael Apple (2000), base para pensar o currículo; Clifford Geertz (1997), para o conceito de cultura. O material empírico foi produzido em pesquisa de campo, com busca documental no Ministério de Educação e no escritório da Fundação para o Apoio ao Desenvolvimento dos Povos dos Arquipélagos de Bijagós (FASPEBI), na Guiné-Bissau, com recorte temporal entre 1986 e 2017. A produção documental para análise incluiu questionários sociolinguísticos e entrevistas semiestruturadas com professores e estudantes de duas escolas vinculadas à FASPEBI. A partir da análise das experiências que agregam as línguas locais, destaca-se positivamente a integração do kriol como língua de ensino e a fusão de conteúdos disciplinares com saberes da tradição local. No entanto, ressalta-se a falta de formação superior e diplomada de professores no domínio de ensino bilíngue, a heterogeneidade de turmas, as dificuldades metodológicas e didáticas dos docentes. / The present pos-graduation dissertation analyzes bilingual education experiences in the Education and Training Experimentation Centers (CEEF) and the Bilingual Education Support Project in the Bijagós Islands (PAEBB), in Bubaque, Bolama region of Bijagós, Guiné-Bissau. It addresses the issue of the relationship between languages and local knowledge, in the literacy process and in the Basic Education curriculum, in order to recognize its advantages for the learning of children in initial schooling. This discussion is based on the institutionalization of kriol and opens the possibility of integrating cultural content and practices into the local curriculum. The purpose of introducing Kriol as a teaching language is to reduce the distance between school and community, as well as decolonize one's own curriculum, knowledge and power (QUIJANO, 2005). The bilingual education of CEEF and PAEBB integrates community knowledge to stimulate learning, using and recognizing local languages in school. This premise maintains that schools must associate themselves with the indigenous culture and its intrinsic value. It is understood that the inclusion of local knowledge in school can facilitate learning and contextualize local socio-cultural knowledge. With the introduction of the local language, kriol, a space is created for the coexistence of local and universal knowledge, and a challenge is presented to educators in order to be responsible for the production and dissemination of knowledge. The theoretical basis of work is based on the thinking of Paulo Freire (1978), about the relationship between education and culture in literacy processes; Michael Apple (2000), basis for thinking the curriculum; Clifford Geertz (1997), for the concept of culture. The empirical material was produced in field research, with documentary search in the Ministry of Education and in the office of the Foundation for the Support to the Development of the Peoples of the Bijagós Archipelagos (FASPEBI), in Guinea-Bissau, with temporal cut between 1986 and 2017. The documentary production for analysis included sociolinguistic questionnaires and semi-structured interviews with teachers and students from two schools linked to FASPEBI. From the analysis of the experiences that add the local languages, the integration of kriol as a teaching language and the fusion of disciplinary contents with local traditions are positively highlighted. However, there is a lack of superior and qualified teacher training in bilingual education, the heterogeneity of classes, the methodological and didactic difficulties of teachers.

The current language policy in education in Malawi allows pupils to be taught through local languages form Standard 1 to 4 and through English from Standard 5 upwards. However, classroom observation suggets that teachers use Chichewa as the language of learning even in areas where Chichewa is not the home language of the majority of pupils. Surveys indicate that generally parents feel that their children would be learning better if they started learning through English earlier than in Standard 5. This study was conducted with a view to finding out whether English is the most appropriate language of learning for senior primary school children in Malawi. The study specifically addressed the question of whether or not the use of English as the language of learning in Social Studies resulted in better academic performance among Standard 7 pupils in Malawi. The study also addressed the question of whether the use of English as the language of learning increased pupil participation in the learning process and whether the use of Chichewa as the language of learning favoured Chichewa home language pupils more than Chiyao home language pupils. The findings suggest that primary school children in Malawi are not linguistically prepared for instruction through the medium of English. Standard 7 pupils, the target of the study, found it difficult to learn Social Studies through English although they had had three years of English as the language of learing. Their participation in academic work was hampered by their limited mastery of the language. Pre-test and post-test results show that Standard 7 pupils receiving instruction through Chichewa obtained higher scores than those who were taught in English. When Yao and Chewa children were taught together through the Chichewa medium, the Yao children scored as well as their counterparts whose home language was Chichewa. Thus the study suggests that the use of Chichewa benefited both groups while the use of English seemed to retard their performance. These results imply that the language policy in Malawi and the way teachers are currently trained to teach English in primary schools need to be re-examined and reviewed. / English Studies / D.Litt. et Phil. (English)

This diploma thesis, Didactic exploitation of the francophonie in the Oceania, resulted from insufficient outcomes of a questionnaire focusing on the francophonie and francophone facts of the overseas territories located in the Pacific Ocean. The diploma thesis consists of three main parts which are subsequently divided into subchapters. The first part explains the choice, focus and targets of the questionnaire and provides its evaluation as well. The theoretical part aims at clarifying and defining receptive and productive competence from a didactic viewpoint with regard to language level A2 and B1, given by CEFRL. The practical part follows with a description of created worksheets always containing exercises that aim firstly at receptive competence - listening, and then at productive competence - speaking. Texts together with exercises focus mainly on culture and tradition, then on language situation and language oddities of the following French overseas territories in the Pacific Ocean: French Polynésia, Wallis and Futuna, Vanuatu and New Caledonia. KEYWORDS the Pacific Ocean, language oddities, local languages, overseas territories, francophone, worksheets, receptive and productive competence - listening and speaking, language level, language resources, language games, didactic processing

The current language policy in education in Malawi allows pupils to be taught through local languages form Standard 1 to 4 and through English from Standard 5 upwards. However, classroom observation suggets that teachers use Chichewa as the language of learning even in areas where Chichewa is not the home language of the majority of pupils. Surveys indicate that generally parents feel that their children would be learning better if they started learning through English earlier than in Standard 5. This study was conducted with a view to finding out whether English is the most appropriate language of learning for senior primary school children in Malawi. The study specifically addressed the question of whether or not the use of English as the language of learning in Social Studies resulted in better academic performance among Standard 7 pupils in Malawi. The study also addressed the question of whether the use of English as the language of learning increased pupil participation in the learning process and whether the use of Chichewa as the language of learning favoured Chichewa home language pupils more than Chiyao home language pupils. The findings suggest that primary school children in Malawi are not linguistically prepared for instruction through the medium of English. Standard 7 pupils, the target of the study, found it difficult to learn Social Studies through English although they had had three years of English as the language of learing. Their participation in academic work was hampered by their limited mastery of the language. Pre-test and post-test results show that Standard 7 pupils receiving instruction through Chichewa obtained higher scores than those who were taught in English. When Yao and Chewa children were taught together through the Chichewa medium, the Yao children scored as well as their counterparts whose home language was Chichewa. Thus the study suggests that the use of Chichewa benefited both groups while the use of English seemed to retard their performance. These results imply that the language policy in Malawi and the way teachers are currently trained to teach English in primary schools need to be re-examined and reviewed. / English Studies / D.Litt. et Phil. (English)