Portuguese tests could be replaced by a scrap of paper as the Totobola 07/04/2008 - Maria Filomena Mónica http://ultimahora.

publico.clix.pt/noticia.aspx?id=1334392&idCanal=58 This morning I woke up thinking at the Ministry of Education. In an ideal world, I'd be a teacher of Portuguese, consisting of my mission to make the survey all members of the Gave (Office of Educational Evaluation) of DGIDC (Directorate-Ge neral for Innovation and Curriculum Development) of the GEPE (Office of Statisti cs and Education Planning) of DGRHE (Directorate-General for Human Resources in Education) and ANQ (National Agency for Qualification) for this purpose using a "grid" for me elaborate. This desire arose after reading programs, examinations and assessment criteria in place. With grown children and grandchildren too smal l to attend school, have been set apart from the matter, though, so I listened, on street corners and streets, suspecting that the blunder had letter of manumis sion. Three weeks ago, during a signing at the Book Fair, I spoke with some teac hers of secondary education. The meeting aroused my appetite for examining the e vidence Portuguese examination. There was a lot - just since 1997 when I published "The Children of Rousseau" - that he did. It was not difficult to get on the Internet , your statement, or rather it was not difficult after the director of this news paper I have sent the appropriate link. I began by writing proof of the Portugue se 12. School year, which included a text of Camões, Luis Francisco Rebelo anoth er and another Guilherme Oliveira Martins. At the head, appeared the statement o f Canto X of "The Lusiads," starting from "What the Nymphs of the Ocean, so Ferm osa, / ..." and ending with "possessing them without merit." If the inclusion of the largest Portuguese epic poet admired not me, I can not say the same about t he questions he asked. At the end of the first part, the students were asked to comment on a text 80-120 words, the experience of reading "The Lusiads. Afraid t hat this had been reduced to nothing, gave up, to above, the following lines Vit alina Maria Leal de Matos: "But the text is complex and sometimes even contradic tory. At certain moments, displays a less glorious face, one in which emerging c riticisms, doubts the sense of crisis. "Not only does the passage was unnecessar y, as it could cause confusion, since the scheme to black and white not invented by Gave not fit with "complexities." Moreover, it seemed extraordinary that the students of 17 and 18 years, had to provide a glossary, in which he explained, for example, what was the Olympus. Who walked the boys to learn over ten years o f history lessons? Text ideological In Groups II and III, is a transcribed text of Luis Francisco Rebello on "Memorial do Convento" by José Saramago, and others , Guilherme Oliveira Martins, on P. Antonio Vieira. The ideological point of vie w, the second was harmless, the same can not be said of the first. After a torn compliment to the book, L. F. Rebelo defended anything so ethereal as "history is not a fixed and immutable category, but the continuous breath of reality, the river whose waters never stop and never repeat ", ending his argument on the co ncept of" class struggle ", after which referred to the poem by Brecht," Questio ns of a worker who reads ", which served as a basis for claiming that" Memorial do Convento reflected the conflict between a "pious king" and "serfs." In order to be easily classified, many questions were multiple choice , ie after a senten ce came four options, which leads us to think that, according to the prevailing ideology, and there is only one Truth. As if this were not creepy enough, some o f the supposed answers were wrong: the vice president of the Association of Teac hers of Portuguese immediately called attention to the lack of agreement among h is colleagues when it came to the responses for Group II, 7. In the latter group , the III, was applied to a student text, 200 and 300 words, on the theme of hum an dignity and respect for human rights in our time. "Given that it would write about what goes on in the XXI century, do not understand the advantage of includ ing the text of the current President of the Court of Auditors for the seventeen th century. Apparently, the head disappeared from the temporal context of these

educators. It is worth addressing the philosophy underlying the preparation of t he exam. Of course I could paraphrase some passages of the program chair or even provide a summary of the text - with 76 pages - but that would have the disadva ntage of removing the player from the language of those planning education in Po rtugal. Before jumping these paragraphs,€remember, please, that the effort that I ask is nothing compared with that to which teachers are daily subjected. Here are some extracts taken from the "Program for Portuguese for 10., 11. And 12 yea rs, Course CientíficoHumanísticos and Technology Courses", coordinated by Maria da Conceição Coelho, which was, in effect, advised by João Seixas José Pascoal, Maria Joana Campos, Maria José Grosso and Maria de La Salette Loureiro. Here's the beginning: "The Portuguese is a discipline of general education cours es common to the scientific-humanistic and technical secondary schools covering the three year cycle. Visa purchasing a body of knowledge and skill development that enable young people to reflect and use the mother tongue. In the school con text, this appears as a tool but also as a content or learning object, making it crucial in this cycle, the deepening of metalinguistic awareness and adoption o f an appropriate serving grammatical naming the universe of thought. "Addressing the second part, here's what we found: "This program is intended as a regulator y tool of teaching and learning of English in the components Listening, Speaking , Writing, Reading and Function of Language, established as the core competencie s of the discipline. (...) To realize the interaction among different jurisdicti ons, were selected various types of texts in which there is a clear link between prototypes textual (narrative, descriptive, argumentative, expository, explanat ory, injuntivoinstrucional, dialogic-conversational) and the relations of texts social contexts of communication (educational relations, professional relations, media relations, social contexts and relationships transactional). Thus, the te xtual typology provided for secondary education acquires a dimension praxiologic al, allowing texts that address, while in a category of textual prototypes, prep are young citizens for integration into the socio-cultural and professional life . "Automatic machine rhetoric rhythm As regards writing, this is what they have to say: "As for writing, it is intended to be instituted a writing workshop, whi ch worked on the text types are provided, from which will develop the skills inv olved in this type of course activity. It is proposed that this workshop will be perceived as a working laboratory, providing a curriculum space in which learni ng and systematization of knowledge about language and its uses as components fall insi de. "On reading, it states:" In the context of reading, to promote access to tex ts of various types, preferably related to the area of training or with the inte rests of students and the texts of the transaction and educational fields that c ontribute to the formation of citizenship. The reading of literary texts should be encouraged as it contributes decisively to the development of a broader gener al culture, integrating the dimensions of humanistic, social and artistic, and a llows to emphasize the relevance of literary language in exploiting the potentia l of language. In this sense, are selected for required reading authors / texts of recognized literary merit that guarantee access to a common cultural capital. "The programmer adds:" The interaction of literary texts will also happen when you put it into practice reading the contracts established between teachers and students. "That means a" reading contract "which, moreover," happen "? Mystery. Chapter objectives, "Developing have selected just three sentences, and the most representative: capabilities understanding interpretation of texts / discourses with strong symbolic dimension, which predo minantly rhetorical and aesthetic purposes, including literary texts, but also t

he field of advertising and information media, using methods and techniques of r esearch, recording and processing information in particular with use of new info rmation and communication technologies (ICT), developing interpersonal relations hip practices conducive to the exercise of autonomy, citizenship, sense of respo nsibility, cooperation and solidarity. "modernaça, right? The machine rhetoric c ontinues in automatic rhythm: "The school should promote, within the linguistic awareness, knowledge of vocabulary, morphology, syntax and phonology / orthograp hy, as regards the competence discursive / textual, knowledge of conventions und erlie the production of oral or written texts that meet the properties of textuality; as sociolinguistic competence,€knowledge of social rul es in order to contextualize and interpret the linguistic and discursive / textu al competence regarding the strategic use of communication mechanisms such as ve rbal or nonverbal compensatory means to maintain communication and rhetorical ef fect. "They're fed up? Sorry, but I can not resist another quote: "The Portugues e class (...) is the specificity and linguistics, the discipline, its a cultural space of the transversality condition support structurally integrated with other knowledge. (...) In order that students devel op the habit of reading, it is proposed to create an area devoted to recreationa l reading of texts of recognized literary merit, the authors mostly contemporary literatures of national and universal, able to transform students into readers more frequent, or along the school path, or along the life. "Note the aberrant h ierarchy:" In this space, should be given importance to the tastes and interests of students, and each teacher to its orientation, suggesting a wide range text to read. The teacher should establish itself as a facilitator of reading practic es (emphasis mine) offering students the opportunity to meet interesting and mot ivating texts, searching, however, give rise to responses from readers during an d after reading these texts. "Only There are two explanations for the Portuguese program: either these people are mad or want to humiliate teachers. No need to go far to see what sources they walked into the "experts" to drink. Just look at some of the titles of the bibliography recommended: Lussier, D., "Evaluating ap prentissage dans les une Approche Communicative", Paris, Hachette, 1992, Tochon, FV, "The Tongue as educational projects," Porto, Porto Editora, 1995, Gohard -R adenkovic, A., "L'écrit. Pratiques et Stratégies, Paris, Clé international, 1995 , Broncart, J.-P.," Activité Langagière, Textes et Discours, "Lausanne, Delachaux et Niestlé SA, 1996 or Weaver, C.," Teaching Gram mar in Context ", Portsmouth, Boynton / Cook Publishers, Inc, 1996. Any book," L a Littérature en Peril "T. Todorov in "On Looking Into the Abyss" by G. Himmelfa rb, calling into question the orthodoxy has been banned. Download the failure by bureaucratic Returning to the examination, intrigued me to focus on contemporar y authors. A guardian angel explained to me reason. On 4 October last, under the decree 1322/2007, Valter Lemos has determined that this year, surveys of the Po rtuguese 12. to raise their first year as matter, not what was given throughout the cycle, as was but only taught in 12. th year. As happened in the examination of mathematics, the mutilation was deliberately planned, to make easier the exa ms. By the way, disappeared authors such as Eça de Queiroz and Cesario Verde - d eclare, is Clearly, a personal interest - replaced by Luis de Sttau Monteiro and José Saramago, whose works, "Fortunately there Moonlight" and "Memorial do Conv ento" are required reading (given the international fame, Fernando Pessoa remain ed). In short, the classics, just Camões. As any teacher knows, students study o nly what comes to exam, getting angry when they "come out" something not stipula ted. 1322/2007 The concierge gave them permission to forget what had eventually learned in the previous two years. Anyone who saw the TV news can not have faile d to notice the statements to the effect that the Portuguese had been taking "so up" and that the future would be brighter. No, it will not. For the students, th at now bear a face optimistic, will soon find that not to cry get a job. The res ponsibility for the disaster - a disaster because it is what it is - should be g iven to who holds power, that is, firstly, Maria de Lurdes Rodrigues, a minister

whose aim now consists of download school failure by bureaucratic. Every day until my grandson, six years old, is able to respond satisfactorily to the tests of finished school. Since yo u already know how to write her name and responds promptly to those who ask her how much is two plus two, I think it's not worth it register it in the first gra de, leaving him in the playground up to 15 years, when it was may submit the exa m as an external student. Neither the family needs to be given to take the drudg ery out of the school nor the state will be forced to spend money on their educa tion. Incidentally, it was that after the examination of Portuguese in Hassloche r said Felipe, "I have not studied, or the Portuguese are known or not worth stu dying" ("Daily News", 1906-2008). In fact, is as follows: either you learn at ho me or not worth going to class. But back to exams. The discipline of Portuguese, €mandatory for all students attending 12. th year, is not the only one that deal s with literary themes. There is another chair, optional, Portuguese Literature, a result of the division between language and the works. If there is to read th e great writers who learns to write, then how? But it does not want to know the fixtures. The program is again coordinated by guru Maria da Conceição Coelho, as sisted this time by Maria Cristina Serôdio and Mary Jane Fields, and is not ther efore necessary to re-tire the reader with citations. I just want to note that t he bibliography, as well as biased, it contains gaps. Manda were teachers read R . Andrews, "The Problem with Poetry," Piladelphia, Open University, 1991 and M. Bores et alia, "Theatrical Aesthetics: Plato to Brecht texts", Lisbon, Gulbenkia n Foundation, 1996, but the "History of Portuguese Literature", by A. J. Saraiva and Oscar Lopes, it appears, does not appear as a single book of John Gaspar Si mões. And please, do not tell me that books are dated. Evidence for Portuguese L iterature 11. And 12. Rd year is better than the program, because the writers ch osen for analysis are Camões and Camilo Castelo Branco. Since teenagers are part icularly sensitive issue - minor reason, but I accept - the inclusion of the sonnet that begins "Love is a fire that burns without being seen ..." and an extract of Doom ed Love did not seem a bad idea. These are classics whose merit no dispute. In G roup III, were asked the students, basing themselves on their experience of read ing the troubadour lyric, write an essay on the theme of suffering in love love songs. The survey is the one best prepared that fewer students are subjected. Ma ybe, one thing is related to another. Propaganda of "nomenklatura" European In t he end, I remembered seeing the proof of the Portuguese Language 9. Th year, an examination which were subjected tens of thousands of students. The program, sim pleton, do not pray history. This time, the scandal is the examination itself. T he main text - A - is about the European Union. Retrieved from the Internet, is an item of propaganda. I hope nobody has the temptation to come and explain to m e that, back in 1960, burned the midnight trying to figure out what, according t o Althusser, was an IEA (Ideological State Apparatus), and in the decade Next, w as delighted to hear "We do not need no education" from Pink Floyd, the school c onveys values. But one thing to be aware that another accept that it is handed p ropaganda pure and simple. However, this is what happens in this race. Not only the boys were subjected to the ideology disseminated by the nomenklatura of Euro pe, like what they were asked merely scholastic kind comments. This is the begin ning: "The European Union (EU) is committed to sustainable development. This req uires a careful balance between economic prosperity, social justice and a health y environment. In fact, when pursued simultaneously, these three mutually reinfo rcing objectives. Policies that favor the environment can be beneficial to innov ation and competitiveness. In turn, they drive economic growth, which is vital t o achieve social objectives. " If I had been subject to examination, reprove him: not because he misread what w as there, but knowing that some of the phrases are taken as uncontroversial more than doubtful. To give an example: "Surveys have shown consistently that the va st majority of EU citizens expect policy makers pay much attention to environmen

tal policy as the economic and social policy." In which countries made such a pr obe? What is chosen sample? What margin of error had the answers? Nobody knows. Finally, the classification of responses - with a "V", true, or "F", false - rev eals a totalitarian mind. This was followed by a text by José Saramago about the smile. I will not mention the supposed literary merit of "our" Nobel, but I wan t to reiterate that it seems absurd to encourage reading based on contemporary a uthors. These are not easy reading nor, more importantly, we know whether they h ave merit: a great writer is when it resisted the erosion of time. In the second half of the nineteenth century, the national elite has decided that it was the greatest Portuguese poet Tomás Ribeiro, who in 1862 published a poem entitled "J aime." The most renowned critic of the time, Antonio Feliciano de Castilho, had the gall to consider the work as more important to study the English language th an "The Lusiads," which did not elicit shivering. But someone is now able to rea d without laughing, the lines that open the "Jaime:" My Portugal, the birthplace of my innocent,/ Smooth road walked frail infant, adolescent diverse garden, / my orange blossom always odorant / ...? Who can guarantee me that Jose Saramago is not the Tomás Ribeiro of the twentieth century? End of the autonomy of teache rs I lacked read carefully the instructions that the Department sent to teachers in charge of correcting the exams. I chose to take the case of the Portuguese 1 2. Th year. What I saw - squares terrified. with "the levels of performance," li sts the "response scenarios" and grids with the "right match" - let me be sure instructions were transcribed by the newspapers, but unaccompanied surveys, the reader had no opportunity to realize the enormity of the scheme. Not content wit h interfering in the life of schools, the central monitoring well understood by the examiners in a manic, not letting them bypass a line of what the bureaucrats consider "the correct answer. So that did not think I'm biased, I quote the fir st question on "The Lusiads," which asked the student to explain, briefly, the c ontents of the first three stanzas. The evaluation criteria sent to schools, sta ted there are three levels of performance, N3, in which he exposed the contents of the first three offices - which should be given nine points - the N2, in whic h he exposed the contents of two offices - which deserves to six points - and N1 , which was exposed only the contents of an office - which should take just thre e points. Is this normal? In the next question, after having asserted that the " Fame" played a key role in the process of immortality, were asked the student who ment ioned "three of the points highlighted in this performance and justify your answ er with quotes from the text." Next came something called 'response scenario "wh ose purpose was to explain to teachers what they know or should know:" The respo nse should address the following aspects: the "island" (including the Nymphs and Thetis) is the premium , the reward given to seamen; the "treats" are the trium phs, the laurels (1st office), the prizes awarded by seniority were assigned to those who made the difficult path of virtue (2nd office), the gods are just huma ns who practiced made of great value, and hence received the prize of immortalit y (3rd office). Were followed by the evaluation criteria, N3, N1 and N2, with th e usual score down. The third question asked, among other things, the student to identify the apostrophe in this office in 1992. Returned there to appear the "specific cr iteria for classification," with its score. Case scenario, response, "stated tha t the answer was" O ye that famas esteem. " If a student answered, for example, "ye" - which would be right - the answer would be considered wrong. Is this acce ptable? It took me to analyze this text because, of all - and how they saw the c hoice is not easy - that's what shocked me most. This new world, labyrinthine, b ureaucratic, totalitarian, disappeared teachers' autonomy, the duty to judge and even the impetus to separate the students of creative nerds. If the multiple-ch oice questions had already annoyed me, I was furious to see that the method was applied to what used to be called an editorial. Largely derived from the madness of the philosophy expressed in the evaluation work of Valter Lemos, "The Criter

ion of Success: Techniques for Assessment of Learning" (1986). If it crashes in calls Exact Sciences, the fact is, in the Humanities, an abnormality, since anal yzing a literary text is not the same as solving a problem of chemistry. In the 1960s, literary criticism has had to cope with Marxism, then, in rapid successio n, with structuralism, post-modernism and semiotics, chains too exoteric for the m can, or want to talk. Since then, literary criticism was regarded as a kind of science. Everything was upside down, should I not surprised me that the Portugu ese language has been separated from the history of literature or that the analy sis is the text of the respective authors. To crown the absurdity, the ministry opted to develop tests which aim to hide the fact that we are forming a generati on incapable of thinking, speaking and writing. Around the bureaucratic elite ba sed in the Ministry of Education, there is now a swarm of "experts" who determin es what is or not "correct." Tests that produce could be replaced by a scrap of paper as the Totobola, in which students would do some hen counted by machine.€The current Secretary rf outside the humanistic tradition that made a current teaching that sees the student as a gister. The Portuguese is not their homeland. random little crosses, which are t of State for Education and its dwa the glory of Western culture, but robot and the teacher as a cash re