O silenciamento das línguas nacionais no contexto escolar angolano: suas implicações no ensino do português

Abstract

Abstract: Angola is a multilingual country characterized by the ongoing contact between Portuguese, Bantu languages, and Khoisan languages, which poses significant challenges to the teaching of Portuguese (LP) and the formulation of a language policy that seeks to be inclusive, in order to accommodate the linguistic and cultural heterogeneity of its speakers. This article is part of a Master’s dissertation that applies the principles of Variationist Sociolinguistics and Text Linguistics to analyze texts produced by ninth-grade students. Specifically, this paper employs a documentary analysis (including the Constitution of the Republic, Basic Laws, curricular programs, and the National Learning Assessment Report from the Ministry of Education) to identify the role assigned to national languages in the school environment and to reflect on the implications of an exclusively Portuguese-language education in a context of linguistic coexistence, where national languages are the mother tongues of many students and constitute their linguistic capital upon entering school. The findings reveal that national languages occupy a marginalized or peripheral position in official documents, exposing a contradiction between the constitutional recognition of linguistic diversity and its actual pedagogical incorporation. The teaching of Portuguese disregards linguistic plurality by privileging the exclusive use of the European standard, as a consequence of an assimilationist process inherited from the colonial educational system.

Keywords: multilingualism; linguistic silencing; Portuguese language teaching.