O recurso aos LMOOC2 na formação inicial de professores em países em vias de desenvolvimento : uma experiência em São Tomé e Príncipe

Abstract

This article aims to reflect on the adaptability of the Language Massive Open Online Course (LMOOC) to the context of initial teacher training in developing countries, where access to training support materials is difficult. In this study, we focus on the specific context of São Tomé and Príncipe, where the Portuguese language shares space with other native languages and Portuguese language teaching is still anchored in a methodology that is not very action-orientated and focused on sentence analysis, and does not encourage understanding of textual macrostructure or critical reflection on textual typologies, or more natural and fluid oral communication. In order to combat this shortcoming in the São Toméan education system, we have come up with some ideas for didactic exploration using audiovisual content from the LMOOC 'Academic Portuguese for Slavic-speaking students'. Although it was initially designed for Slavophone learners of Portuguese as a Non-Mother Tongue, we believe that much of the material proposed there can be adapted to the training of teachers of Portuguese as a Mother Tongue in São Tomé and Príncipe. In this context, we developed activities based on one of the videos provided in the course (related to writing scientific texts and the need to properly reference the work of others) that were tested with students in initial teacher training. The trainees' assessment of this experience was very positive.