1. Is this the first time you’re teaching in Portugal? If so, what has the experience been so far?
No, it isn’t the first time. I have been teaching Spanish in Portugal since 2002 or so. Before I started working for the Language Centre and then in the undergraduate courses of the ESEB, I taught in Mirandela, Mogadouro, Macedo de Cavaleiros, Viseu, etc.
2. What do you think about education in Portugal?
I think that education in Portugal, as in the rest of Europe, and Spain is not an exception, is being distorted due to the prevalence of economic criteria over proper educational criteria. For some reason, governments feel the need to “disguise” the educational reality of its citizens and the access to higher education for all audiences, which should be positive. It is turning into a giant smokescreen which attempts to cover a multitude of sins. The lack of basic skills of many of the students entering University forces us to lower the standard and quality, in order not to lose students. I see a black future. There will be many people with college degrees, though without sufficient knowledge to defend the obtaining of these same degrees. And it will be those people that are going to govern our country in the medium term.
3. What do you think about the IPB?
Well, the truth is that it is the only Polytechnic that I know, so I can’t give my opinion in comparative terms. However, I think it is considered to be one of the best polytechnics in the country, so I guess that, it is a quality institution.
4. What do you think about our degree? What would you change?
The degree in Foreign Languages Spanish-English was a very interesting challenge in my career to which I dedicated myself with passion, because I understood it as the first real opportunity to educate good non-native Spanish teachers in the IPB. I think that the degree curriculum has been well conceived and the subjects are very interesting. One of the things that I would change would be, for example, equalizing the workload in the teaching of both languages. If students are to be teachers of Spanish and English, I think that they will need the same level of training. It is true that English is the main lingua franca in the world, but Spanish is not far behind, and it is unquestionable that what Portugal needs at the moment are Spanish teachers, much more than English ones, and that Spanish should be given the status it deserves not only in our degree, but throughout the Institute. I also think that treating both languages the same way would be a way to end with the quarrels between students who continuously express their preference for one or another language. If you have enrolled in this degree, knowing that these are going to be the working languages, one must respect them and also respect their peers.
5. Would you like to stay some more years teaching in this school? And why?
I’m not working at that school any more.
6. What made you become a teacher? Did you always want this profession?
Well, the truth is no. I studied journalism and I came to Portugal to work as a journalist in a radio and then in a newspaper. I started teaching classes quite by chance, although the Spanish Studies have always been my true calling. In fact, I always wanted to take a degree in Philology; however, it wasn’t an option in the school of my city and my parents could not afford to send me to study in another one, so I opted for journalism. I don’t regret it, because thanks to these studies I acquired general knowledge and that is always good. Since I started teaching Spanish in Portugal, I have continued my education in the Hispanic area, training that I intend to finish this year with the defense of my doctoral thesis which deals with the Spanish language and literature.
7. What do you like most in this profession? And why the choice of the Spanish language?
What I like most about teaching is to transmit knowledge to students and see how, gradually, these skills “take root” in them and how they are developing in the command of the language. It makes me feel especially proud to see how, in a conversation or in an essay, the students use a particular expression or word that I taught them some time ago.
The choice of teaching the Spanish language and culture is related to the fascination that my own native language and culture where I lived makes me feel. For me, teaching Spanish isn’t a job, it is a pleasure, and I think that the students have always noticed that I really enjoy what I do and teach.
8. What do you think about the Portuguese students?
I think that the Portuguese students are highly motivated to learn Spanish, but I also think that the similarity between Spanish and their native language, Portuguese, acts as a deterrent when it comes to studying for the exams. It seems to me that the general opinion is: "Spanish is easy". And this is why they get agitated when they fail. None of this happens when they fail at English, which leads me to believe that, when justifying the failures to their parents, friends or even to themselves, they get too shy to admit that they have not approved at Spanish. It’s as if the whole world assumes that it is easy and not passing Spanish can be a synonym of a disability much bigger than in English.
9. Do you like to live in Portugal?
Yes, I like it, although I have to admit I prefer Spain. Despite being neighbours, from the cultural point of view, they are very different and, although I have been living in Portugal for some years, I cannot overcome the sad feeling of being out of my country. It’s not different from what other emigrants feel, I think.
10. Do you think that people are more familiar with the language and culture of Spain here?
Well, I think the interest in the Spanish language and culture has risen in recent years, not only in Portugal, it’s a worldwide phenomenon. Suddenly, Spanish is no longer considered a second-class language, and has become a universal “lingo”. I think that this change is due to the representativeness that Spain has gained worldwide in recent years, not only from the standpoint of economic development, but also due to sporting success, film, etc,.
In Portugal, I think that many teachers have seen the Spanish language as a professional opportunity that the languages they studied haven’t provided them with and this may justify the increasing demand for Spanish in Universities and Polytechnics.
11. What do you think about the relation between Spain and Portugal? Do you think that there is any sort of rivalry?
Here's a difficult question ... Well, here we go ... the rivalry between border towns is very common and, in the case of Portugal, this rivalry can be due to the fact that Spain is its only neighbour. In Spain, for example, our animosity is directed towards France, for several reasons. This includes Napoleon’s occupation of Spain around the year 1808, which deeply hurt our national pride and was immortalized in Goya's famous painting "The Shootings of May 3rd."
I sincerely believe that Spain has a deep indifference towards Portugal, but not anger or rivalry. However, I get the feeling that many Portuguese feel resentment towards Spain and the Spanish, perhaps motivated by a troubled historical past. I think that in Portugal the image of Spain as colonizer, conqueror, enslaving still persists and they do not react too well when dealing with Spanish professionals, considering our daring, dynamic, passionate and determined character as an attack or threat.
This difference in the conception of the other is well expressed in folk sayings. The only Spanish saying that I know that is related to Portugal is: "You are more formal than a Portuguese", which means that in Spain the Portuguese are seen as extremely polite, while those that refer to Spain are much more aggressive: "From Spain neither good wind nor good marriage” [direct translation from the Portuguese].
Any extreme is bad, I feel that so pernicious is the indifference from Spain towards Portugal as the rancor of Portugal towards Spain.
I'm pretty skeptical about the future; I do not think that things will change in the short term.
(translation done by Rui Ricardo, 2nd year of English/Spanish)
Thursday, 27 January 2011
What is there in being a teacher?
Students have sometimes the ability to surprise and overwhelm us in their precision, way better than adults' perspective, and definitely much more critical. I came across this blog about live writing (along the line of creative writing: http://escritaviva.wordpress.com/) and, when we strive to find our place on earth and wonder why others do what they do, there's these enlightened people who just throw the light into things, just like that! Awesome and a huge breath of fresh air: what is teachers' function in students' lives? Do they actually "read" their teachers and "catalogue" them? Not a shadow of a doubt: they do and as accurately as hell! It does burn for the good and for the bad.
"A profissão de professor não é só ensinar a matéria mas também ensinar os alunos a amar a disciplina. São como Cupidos: por vezes, corre bem; por outras, corre mal, mas não vão abaixo e tentam fazer, vezes sem conta, com que os alunos se apaixonem pela disciplina, até que, por fim, o conseguem fazer e aí, sim, a sua missão está cumprida" (Jorge Vaz 12.ºC)
"Todos os professores, antes de dar algo a conhecer aos seus alunos, devem perceber se aquilo que querem transmitir é importante; devem perceber se se orgulham de ser professores ou se essa profissão é apenas um meio de subsistência." (Jonathan Andrade 12.ºC)
I shall think of myself as a Cupid from now on: trying to make them fall in love with whatever knowledge I hold on/in my hands. Beautiful metaphors for a beautiful profession when loved...
CM
"A profissão de professor não é só ensinar a matéria mas também ensinar os alunos a amar a disciplina. São como Cupidos: por vezes, corre bem; por outras, corre mal, mas não vão abaixo e tentam fazer, vezes sem conta, com que os alunos se apaixonem pela disciplina, até que, por fim, o conseguem fazer e aí, sim, a sua missão está cumprida" (Jorge Vaz 12.ºC)
"Todos os professores, antes de dar algo a conhecer aos seus alunos, devem perceber se aquilo que querem transmitir é importante; devem perceber se se orgulham de ser professores ou se essa profissão é apenas um meio de subsistência." (Jonathan Andrade 12.ºC)
I shall think of myself as a Cupid from now on: trying to make them fall in love with whatever knowledge I hold on/in my hands. Beautiful metaphors for a beautiful profession when loved...
CM
Saturday, 22 January 2011
Interview to Maria de los Angeles Paiva Mediavilla (English translation)
1) Is it the first time you teach in Portugal? If yes, do you like it?
No, it’s the 2nd time. Yes, I liked it, just as I did the 1st time, that’s why I came back. The way Portuguese students behave is positive in comparison with Spanish students.
2) What do you think about Education in Portugal?
I can’t answer this question in an accurate or objective way, since I only know 2 different sides of the Portuguese equation, one being the Cervantes Institute, which depends on the Spanish Ministry of Education, and the other the higher education one, only from the IPB’s viewpoint. I only know that, generally, in Spain and Portugal the educational level at high school and University has decreased so much from my generation on and I won’t even mention how much from my parents' generation.
3) What do you think about the IPB? Is it a good polytechnic institute?
Talking about the definition of “Polytechnic institute”, I like the IPB because it involves many technical subjects, like drawing, chemistry, sports, etc. About the structure and the time given to Linguistic subjects, I would say they still need some improvement, once it needs specific language labs and often the classrooms are not prepared to have, for example, a seminar about Spanish cultural and literary issues. The layout of the classroom is harmful to the oral practice of modern languages and the only media available are projectors and old cassette players.
4) What do you think about our degree? What would you change?
I would change, in line with what I said, something about the French or Spanish languages. It would be interesting to introduce an optional version with French, because it is a common and important language in the EU and it also has some common aspects with Latin. As an important subject, it could include a branch dedicated to Iberian Studies. In many U.S. universities, the study of Spanish and Portuguese is considered inseparable in a common area called the Ibero-American studies, of course, because the course of history. It would make the relationship between the languages easier and would also create better understanding of aspects of a common culture, the Iberian, and would eliminate false clichés and prejudices inherited from the mistakes done in the teaching of history about the neighboring country, both in Spain and Portugal.
5) Would you like to stay more years teaching on IPB or not? Why?
I would have liked to stay more years if I could get the opportunity to work on my specialty, Spanish Culture and Literature, specially trying to make Spain and the Spanish closer to the Portuguese, in a positive way. But I couldn’t for personal and institutional reasons mainly due to my contract.
6) What has inspired you to become a teacher? Have you always wanted to be a teacher?
What has inspired me? Good question! I think my own teachers, which were excellent. There is nothing better than a teacher to give the example. I believe that I always wanted to be a teacher, even though I was taking the risk of losing my illusion, because of this new young generation, that is always surprising me, even though I’m still young. When I was a student, I was filled with the illusion of learning, despite financial and institutional issues. It seems to me this was the biggest test to my calling.
7) What do you like the most in this profession and why the Spanish Language?
I would like to be in another country, speaking another language; sharing and exchanging cultural, idiomatic and different social aspects that are also a part of my own culture. The Spanish Language connects with and identifies me wherever I go to teach it and it makes me feel guided and secure anywhere, offering the chance to express my love for my own country, my culture and my students.
8) What do you think about the Portuguese students?
They are special, very peculiar, in a different way from the other students I had in other countries. Usually, the ones that chose to learn my language easily get used to the Spanish linguistic and cultural aspects; it almost seems like they enjoy pretending to be Spanish in an exaggerated way, I would say. The ones that are used to the language, to the idiosyncratic of Spanish, can behave in two ways: they don’t make a tremendous effort to distinguish the “portuñol” from the Spanish, which seems nice, or they are overly obsessed with the opposite, separating or correcting their colleagues’ mistakes. It depends on their level. As I said, they’re peculiar, especially in this region of “Trás-os-Montes”.
9) Do you like to live in Portugal?
I love it! Portugal is an excellent country to live or to spend a little part of your life there. I only know “Trás-os-Montes”, as it is the place where I lived, and a bit of Lisbon, but it’s a country where I could always feel comfortable and I don’t notice a dramatic change or adaptation process to people’s life.
10) Do you think people here are really used to the Spanish language and culture?
Yes and no. I mean: it’s easy in Bragança for a person, especially young people, to answer you in Spanish when you talk to them or to make some reference to everyday culture. But at the same time this approximation leads them to wrongly think that Spain is a better country and that it would be easier to get culturally associated to the Spanish, namely to Zamora or to Galicia, underestimating their own culture. On the other hand, it’s the elderly, which have lived in or have family in Spain (ancestors), which feel some sympathy for and brotherhood with Spain. Even though their memory is from a long time ago, it’s more accurate.
11) What about the relationship between Spain and Portugal? Do you believe there is any rivalry?
Rivalry is not the word. The problem is lack of understanding, ignorance from some people and also ignorance about some aspects of History, Society and Iberian Cultures, which are not considered as common material in the creation of our civilization, but is a constant point of objection. It’s necessary an urgent re-education of the History shared between Spain and Portugal.
(English translation done by Taísa Lima Nascimento, 2nd year student of FL: EN/SP)
No, it’s the 2nd time. Yes, I liked it, just as I did the 1st time, that’s why I came back. The way Portuguese students behave is positive in comparison with Spanish students.
2) What do you think about Education in Portugal?
I can’t answer this question in an accurate or objective way, since I only know 2 different sides of the Portuguese equation, one being the Cervantes Institute, which depends on the Spanish Ministry of Education, and the other the higher education one, only from the IPB’s viewpoint. I only know that, generally, in Spain and Portugal the educational level at high school and University has decreased so much from my generation on and I won’t even mention how much from my parents' generation.
3) What do you think about the IPB? Is it a good polytechnic institute?
Talking about the definition of “Polytechnic institute”, I like the IPB because it involves many technical subjects, like drawing, chemistry, sports, etc. About the structure and the time given to Linguistic subjects, I would say they still need some improvement, once it needs specific language labs and often the classrooms are not prepared to have, for example, a seminar about Spanish cultural and literary issues. The layout of the classroom is harmful to the oral practice of modern languages and the only media available are projectors and old cassette players.
4) What do you think about our degree? What would you change?
I would change, in line with what I said, something about the French or Spanish languages. It would be interesting to introduce an optional version with French, because it is a common and important language in the EU and it also has some common aspects with Latin. As an important subject, it could include a branch dedicated to Iberian Studies. In many U.S. universities, the study of Spanish and Portuguese is considered inseparable in a common area called the Ibero-American studies, of course, because the course of history. It would make the relationship between the languages easier and would also create better understanding of aspects of a common culture, the Iberian, and would eliminate false clichés and prejudices inherited from the mistakes done in the teaching of history about the neighboring country, both in Spain and Portugal.
5) Would you like to stay more years teaching on IPB or not? Why?
I would have liked to stay more years if I could get the opportunity to work on my specialty, Spanish Culture and Literature, specially trying to make Spain and the Spanish closer to the Portuguese, in a positive way. But I couldn’t for personal and institutional reasons mainly due to my contract.
6) What has inspired you to become a teacher? Have you always wanted to be a teacher?
What has inspired me? Good question! I think my own teachers, which were excellent. There is nothing better than a teacher to give the example. I believe that I always wanted to be a teacher, even though I was taking the risk of losing my illusion, because of this new young generation, that is always surprising me, even though I’m still young. When I was a student, I was filled with the illusion of learning, despite financial and institutional issues. It seems to me this was the biggest test to my calling.
7) What do you like the most in this profession and why the Spanish Language?
I would like to be in another country, speaking another language; sharing and exchanging cultural, idiomatic and different social aspects that are also a part of my own culture. The Spanish Language connects with and identifies me wherever I go to teach it and it makes me feel guided and secure anywhere, offering the chance to express my love for my own country, my culture and my students.
8) What do you think about the Portuguese students?
They are special, very peculiar, in a different way from the other students I had in other countries. Usually, the ones that chose to learn my language easily get used to the Spanish linguistic and cultural aspects; it almost seems like they enjoy pretending to be Spanish in an exaggerated way, I would say. The ones that are used to the language, to the idiosyncratic of Spanish, can behave in two ways: they don’t make a tremendous effort to distinguish the “portuñol” from the Spanish, which seems nice, or they are overly obsessed with the opposite, separating or correcting their colleagues’ mistakes. It depends on their level. As I said, they’re peculiar, especially in this region of “Trás-os-Montes”.
9) Do you like to live in Portugal?
I love it! Portugal is an excellent country to live or to spend a little part of your life there. I only know “Trás-os-Montes”, as it is the place where I lived, and a bit of Lisbon, but it’s a country where I could always feel comfortable and I don’t notice a dramatic change or adaptation process to people’s life.
10) Do you think people here are really used to the Spanish language and culture?
Yes and no. I mean: it’s easy in Bragança for a person, especially young people, to answer you in Spanish when you talk to them or to make some reference to everyday culture. But at the same time this approximation leads them to wrongly think that Spain is a better country and that it would be easier to get culturally associated to the Spanish, namely to Zamora or to Galicia, underestimating their own culture. On the other hand, it’s the elderly, which have lived in or have family in Spain (ancestors), which feel some sympathy for and brotherhood with Spain. Even though their memory is from a long time ago, it’s more accurate.
11) What about the relationship between Spain and Portugal? Do you believe there is any rivalry?
Rivalry is not the word. The problem is lack of understanding, ignorance from some people and also ignorance about some aspects of History, Society and Iberian Cultures, which are not considered as common material in the creation of our civilization, but is a constant point of objection. It’s necessary an urgent re-education of the History shared between Spain and Portugal.
(English translation done by Taísa Lima Nascimento, 2nd year student of FL: EN/SP)
Sunday, 16 January 2011
We are not alone
Just to let you know that, although not many students have really taken to the clubs, there are places where these "awkward" things are carried ut, namely at the Faculty of Arts of the University of Coimbra, where I went last week. Have a look.
CM
Interview to Cláudia Martins
Why have you chosen languages?
I have no idea. What I started by doing in academic terms was study law. Then, I dropped out and went on to the Faculty of Arts in Porto, just because I loved English, something I had taken up on a more serious basis when I was 15. I never wanted to become a teacher; I only realized what I was doing when I was at the eve of starting my teaching training year. Afterwards, I did my master’s on Translation, another of my passions and here I am.
How long have you worked in IPB and are you enjoying the experience? Do you plan on working here for the future?
I’ve been working at the IPB for almost 10 years and I can truly say that I am enjoying the experience very much; otherwise, I would have left long ago. What has appealed the most to me is the fact that I have had the opportunity of teaching “1001” different courses, which prevents boredom to step in, though it is also very demanding. I don’t really know if I will stay here for long: the future is not really easy to foresee; it all depends on too many variables, some of which are not dependent on me.
Where else have you worked at and did you like the experience?
Apart from my teaching training year, which was done at “Escola Secundária Oliveira do Douro”, Vila Nova de Gaia, I worked as a tutor and a trainer in several private institutions the year after I finished my degree and I also worked at “Civilização Editora” for a short period copy-editing American Express Guides and other texts. I especially liked working at a publishing house, even though it was not as a translator. Notwithstanding, this type of job can turn out to be a boring and repetitive, and lonely as well.
Back when you were a fresh graduate, did you imagine your life as it is now?
It never crossed my mind that someone as ordinary as I am would end up here, working as a higher education teacher. I guess I imagined it to be cut out to those brains that finished their degrees with 19 or 20 out of 20. But it turned out to be otherwise. At the time I applied for the vacancies for the English Department, I was the best candidate. Perhaps it was luck or it was fate: I don’t really know.
And what are your expectations for your future?
This is a very tricky question. I have many dreams, some of which do not include teaching. But not all our dreams are supposed to happen. So rationally speaking, I’d like to finish my doctorate, become a professor and be part of many interesting and ambitious projects.
Do you like your job, what are the pros and cons about it?
As I said, I do like it; otherwise I would be somewhere else. It is my very strong belief that one has to “live deep and suck out all the marrow of life” (vide Henry David Thoreau) and thus we should not accept unhappiness in any walk of life. I know this is very idealistic and sounds like fiddlesticks from a stuck-up person, but if we are not content with what we do professionally, what good is it? A good salary at the end of the month? And does that pay off? I don’t really buy it. Nevertheless, this job is not really a walk in the park, as many people think. Teachers are thought to be people with plenty of free time who keep on complaining about nothing. It might be true for those who have no work ethics and I’ve known a couple of handfuls of this type of teacher, though I am not part of this league. Being a professional teacher demands a lot of hard work, a lot of reading (and digesting) when you have purely theoretical courses, preparation of materials and critical thinking. A must is really to look at what you did at the end of a day’s work, or week or month or even semester and think, ‘What have I done wrong? How can I improve?’ Without this, there’s no evolution and without evolution there’s ignorance. Another con is when you have these ambitious projects for which there are neither conditions nor resources to carry them out. The best pro is definitely the pleasure of feeling you did things well and you achieve a friendly relationship with your students.
What advice would you give to future graduates of the English Spanish degree?
To take it easy, not to give up at the first door slam and to try to find the right job for them. To be modest and humble and never stop studying, because teaching demands endless updating, i.e. lifelong training.
What do you think about Portugal's Education System and particularly the teaching of languages?
I’m not exactly the best person to answer this question, because I am very negative and highly critical about our education system. The successive reforms done throughout these 30 years or so have brought about nothing positive: better European statistics, no doubt, but a lot more ignorance. One of the most visible outcomes has been the decrease of basic knowledge (what we call in Portuguese ‘bases’), work skills and lack of how to behave in a classroom and in front of a teacher. In terms of the languages themselves, they don’t know grammar, which is essential for working with a language, and due to this, they can’t write or speak correctly, nor can they read and interpret a text. They also have huge handicaps as far as vocabulary is concerned. Thus, the work to be done at higher education is seriously limited and, as a consequence, a lot of students fail languages, especially English, though it’s a paradox.
Something I find bewildering is to find a student that might even be good at English and though s/he does not even know what hard work is thinks s/he can just say, ‘Teacher, it’s not like that! Are you sure?’ It’s not that I believe in what used to happen in the old days: respect the teacher no matter what, even if s/he is a thick as two planks. No, teachers are not the supreme vehicle of wisdom. I just think that the saying ‘a little knowledge is a dangerous thing’ fits like a glove here. They know something; they managed to control the teacher back at secondary school and because they used to do that, they believe higher education, even if at a polytechnic, is the follow-up. It is not. Of course, this is not only the students’ fault, but school, former teachers and parents’ as well.
However negative this perspective of the education system might be, there’s always something to be done and, throughout these 10 years of teaching, I found very few students who were rude and did to manage to do something for themselves. My motto is that hard work and a demanding teacher does not hurt a soul.
(Interview made by Elizabeth Rocha)
I have no idea. What I started by doing in academic terms was study law. Then, I dropped out and went on to the Faculty of Arts in Porto, just because I loved English, something I had taken up on a more serious basis when I was 15. I never wanted to become a teacher; I only realized what I was doing when I was at the eve of starting my teaching training year. Afterwards, I did my master’s on Translation, another of my passions and here I am.
How long have you worked in IPB and are you enjoying the experience? Do you plan on working here for the future?
I’ve been working at the IPB for almost 10 years and I can truly say that I am enjoying the experience very much; otherwise, I would have left long ago. What has appealed the most to me is the fact that I have had the opportunity of teaching “1001” different courses, which prevents boredom to step in, though it is also very demanding. I don’t really know if I will stay here for long: the future is not really easy to foresee; it all depends on too many variables, some of which are not dependent on me.
Where else have you worked at and did you like the experience?
Apart from my teaching training year, which was done at “Escola Secundária Oliveira do Douro”, Vila Nova de Gaia, I worked as a tutor and a trainer in several private institutions the year after I finished my degree and I also worked at “Civilização Editora” for a short period copy-editing American Express Guides and other texts. I especially liked working at a publishing house, even though it was not as a translator. Notwithstanding, this type of job can turn out to be a boring and repetitive, and lonely as well.
Back when you were a fresh graduate, did you imagine your life as it is now?
It never crossed my mind that someone as ordinary as I am would end up here, working as a higher education teacher. I guess I imagined it to be cut out to those brains that finished their degrees with 19 or 20 out of 20. But it turned out to be otherwise. At the time I applied for the vacancies for the English Department, I was the best candidate. Perhaps it was luck or it was fate: I don’t really know.
And what are your expectations for your future?
This is a very tricky question. I have many dreams, some of which do not include teaching. But not all our dreams are supposed to happen. So rationally speaking, I’d like to finish my doctorate, become a professor and be part of many interesting and ambitious projects.
Do you like your job, what are the pros and cons about it?
As I said, I do like it; otherwise I would be somewhere else. It is my very strong belief that one has to “live deep and suck out all the marrow of life” (vide Henry David Thoreau) and thus we should not accept unhappiness in any walk of life. I know this is very idealistic and sounds like fiddlesticks from a stuck-up person, but if we are not content with what we do professionally, what good is it? A good salary at the end of the month? And does that pay off? I don’t really buy it. Nevertheless, this job is not really a walk in the park, as many people think. Teachers are thought to be people with plenty of free time who keep on complaining about nothing. It might be true for those who have no work ethics and I’ve known a couple of handfuls of this type of teacher, though I am not part of this league. Being a professional teacher demands a lot of hard work, a lot of reading (and digesting) when you have purely theoretical courses, preparation of materials and critical thinking. A must is really to look at what you did at the end of a day’s work, or week or month or even semester and think, ‘What have I done wrong? How can I improve?’ Without this, there’s no evolution and without evolution there’s ignorance. Another con is when you have these ambitious projects for which there are neither conditions nor resources to carry them out. The best pro is definitely the pleasure of feeling you did things well and you achieve a friendly relationship with your students.
What advice would you give to future graduates of the English Spanish degree?
To take it easy, not to give up at the first door slam and to try to find the right job for them. To be modest and humble and never stop studying, because teaching demands endless updating, i.e. lifelong training.
What do you think about Portugal's Education System and particularly the teaching of languages?
I’m not exactly the best person to answer this question, because I am very negative and highly critical about our education system. The successive reforms done throughout these 30 years or so have brought about nothing positive: better European statistics, no doubt, but a lot more ignorance. One of the most visible outcomes has been the decrease of basic knowledge (what we call in Portuguese ‘bases’), work skills and lack of how to behave in a classroom and in front of a teacher. In terms of the languages themselves, they don’t know grammar, which is essential for working with a language, and due to this, they can’t write or speak correctly, nor can they read and interpret a text. They also have huge handicaps as far as vocabulary is concerned. Thus, the work to be done at higher education is seriously limited and, as a consequence, a lot of students fail languages, especially English, though it’s a paradox.
Something I find bewildering is to find a student that might even be good at English and though s/he does not even know what hard work is thinks s/he can just say, ‘Teacher, it’s not like that! Are you sure?’ It’s not that I believe in what used to happen in the old days: respect the teacher no matter what, even if s/he is a thick as two planks. No, teachers are not the supreme vehicle of wisdom. I just think that the saying ‘a little knowledge is a dangerous thing’ fits like a glove here. They know something; they managed to control the teacher back at secondary school and because they used to do that, they believe higher education, even if at a polytechnic, is the follow-up. It is not. Of course, this is not only the students’ fault, but school, former teachers and parents’ as well.
However negative this perspective of the education system might be, there’s always something to be done and, throughout these 10 years of teaching, I found very few students who were rude and did to manage to do something for themselves. My motto is that hard work and a demanding teacher does not hurt a soul.
(Interview made by Elizabeth Rocha)
Friday, 14 January 2011
Entrevista a Maria de los Angeles Paiva Mediavilla
1. ¿Es la primera vez que enseña en Portugal? Si sí, le gusta?
Fue la segunda vez que enseñaba en Portugal. Sí, me gustó, como la primera vez, por eso volví. La actitud de los alumnos portugueses hacia el español es muy positiva.
2. ¿Qué piensa de la educación en Portugal?
No puedo contestar a esa pregunta de manera exacta u objetiva, pues sólo conozco de la ecuación portuguesa dos polos muy diferentes como son el Instituto Cervantes, que depende del Ministerio de Educación español, y la universitaria sólo como efecto en el IPB. Sólo sé, que, en general, (España, Portugal) el nivel educativo tanto en la enseñanza secundaria como universitaria ha descendido muchísimo desde mi generación y no diré cuánto desde la generación de mis padres.
3. ¿Qué piensa del Ipb? ¿Cree que es un buen politécnico?
En materia de lo que significa “politécnico”, sí, porque abarca muchas disciplinas técnicas: dibujo, química, deporte, etc. En materia de instalaciones, y del espacio destinado a las disciplinas lingüísticas, deja que desear, pues carece de laboratorios de lenguas específicos al respecto y muchas veces las aulas no están preparadas para realizar un seminario de, por ejemplo, aspectos culturales o literarios de España. La orientación de las aulas es nefasta para la práctica oral de las lenguas modernas, el único material “audiovisual” son proyectores y viejos reproductores de cassete.
4. ¿Qué piensa de nuestra carrera? Que cambiaría?
Cambiaría lo que, al hilo de lo que decía, lo correspondiente a lo tocante a las lenguas española o francesa. Sería interesante introducir una versión opcional con francés ya que es una lengua comunitaria e importantísima en la UE y mantiene aspectos comunes con el latín. También, como asignatura de importancia, incluiría una rama dedicada a estudios ibéricos: en muchas universidades de Estados Unidos consideran inseparable el estudio del español y del portugués en una materia común llamada estudios iberoamericanos, como es lógico debido al curso de la Historia. Se estrecharían y comprenderían mejor aspectos de una cultura común, la ibérica, y se desmontarían falsos tópicos o prejuicios heredados de los errores de la enseñanza de la Historia del país vecino, tanto en España como en Portugal.
5. ¿Le gustaría quedarse más años impartiendo clase en este politécnico o no? ¿Y por qué?
Me hubiera gustado quedarme por más años si se me hubiera ofrecido la oportunidad de dedicarme a mi especialidad, la literatura y cultura hispánicas, precisamente orientada a esta misión de acercar positivamente España y lo hispánico a los Portugueses. Pero no pudo ser, por motivos personales, y también institucionales, derivados de mi contrato.
6. ¿Qué le llevo a ser profesora? ¿Siempre ha querido esa profesión?
¿Qué me llevó? Buena pregunta: mis propios profesores, que eran excelentes. Nada mejor que el profesor para dar ejemplo. Creo que siempre he querido ser profesora, a riesgo de perder mi ilusión, por esta nueva generación de jóvenes que tanto me sorprende a mí que aún soy joven, y lo fui, con mucha ilusión de aprender en mi época de estudiante; y por razones más delicadas de tipo institucional-material. Esto me parece la prueba más grande de mi vocación.
7. ¿Qué le gusta más en esa profesión? Y por qué de lengua española?
Me gusta el hecho de estar en otros país, comunicar en otro idioma, compartir e intercambiar aspectos culturales, idiomáticos, sociales diferentes y a la vez integrantes de mi propia cultura. La lengua española me conecta y me identifica allá donde vaya a enseñarla, y eso me hace sentirme orientada y arraigada en cualquier lugar, y ofrecerle la oportunidad de expresar mi amor por mi país, mi cultura, a mis alumnos.
8. ¿Qué piensa de los alumnos portugueses?
Son especiales, muy particulares, de una manera diferente a muchos que ya tuve en otros países. Generalmente los que optan por aprender mi lengua se afilian rápido a los usos lingüísticos y culturales de España, casi parece que disfrutarían mimetizándose a lo español, de manera casi exagerada diría yo; los que están familiarizados con la lengua, lo idiosincrásico de lo español o no hacen excesivo esfuerzo por distinguir lo “portuñol” de lo español-lo cual ya parece simpático- o se obsesionan demasiado por lo contrario, por separar o corregir, depende de su nivel. Como dije, son particulares, sobre todo en esta zona de Tras-os- Montes.
9. ¿Le gusta vivir en Portugal?
Me encanta. Portugal es un país excelente para vivir o pasar una pequeña parte de tu vida allí. Sólo conozco Tras os Montes como residencia, y un poco Lisboa, pero es un país dónde siempre me sentiría cómoda y no noto dramáticamente un gran cambio o proceso de adaptación a la vida o gente.
10. ¿Cree que aquí las personas están muy familiarizadas con la lengua y cultura española?
Sí y no. Quiero decir: es fácil que en Bragança, una persona, sobre todo jóvenes y de mediana edad, te contesten en español al hablar, refieran algunos aspectos de la cultura cotidiana…pero al mismo tiempo ese acercamiento les lleva erróneamente a pensar, a no pocos, que España es en país “mejor” y que sería más fácil asociarse a lo culturalmente español, sea en “Zamora” o en “Galicia”, subestimando su propia cultura.
De otro lado, está la población más avejentada, que, o ha vivido o tiene familia en España-antepasados-, que siente cierta simpatía y hermandad con España, aunque su imagen sea de hace un tiempo, es más objetiva.
11. ¿Qué piensa de la relación entre España y Portugal? Cree que existe algún tipo de rivalidad?
Rivalidad no es la palabra. El problema es la incomprensión e ignorancia de ciertos sectores de la población y de ciertos aspectos de la Historia, Sociedad y Cultura ibéricas que no son considerados como materia común en la creación de nuestra civilización, sino como un punto constante de oposición. Es necesaria ya una reeducación urgente de la Historia compartida de España y Portugal.
(Entrevista realizada por Tânia Moutinho)
Fue la segunda vez que enseñaba en Portugal. Sí, me gustó, como la primera vez, por eso volví. La actitud de los alumnos portugueses hacia el español es muy positiva.
2. ¿Qué piensa de la educación en Portugal?
No puedo contestar a esa pregunta de manera exacta u objetiva, pues sólo conozco de la ecuación portuguesa dos polos muy diferentes como son el Instituto Cervantes, que depende del Ministerio de Educación español, y la universitaria sólo como efecto en el IPB. Sólo sé, que, en general, (España, Portugal) el nivel educativo tanto en la enseñanza secundaria como universitaria ha descendido muchísimo desde mi generación y no diré cuánto desde la generación de mis padres.
3. ¿Qué piensa del Ipb? ¿Cree que es un buen politécnico?
En materia de lo que significa “politécnico”, sí, porque abarca muchas disciplinas técnicas: dibujo, química, deporte, etc. En materia de instalaciones, y del espacio destinado a las disciplinas lingüísticas, deja que desear, pues carece de laboratorios de lenguas específicos al respecto y muchas veces las aulas no están preparadas para realizar un seminario de, por ejemplo, aspectos culturales o literarios de España. La orientación de las aulas es nefasta para la práctica oral de las lenguas modernas, el único material “audiovisual” son proyectores y viejos reproductores de cassete.
4. ¿Qué piensa de nuestra carrera? Que cambiaría?
Cambiaría lo que, al hilo de lo que decía, lo correspondiente a lo tocante a las lenguas española o francesa. Sería interesante introducir una versión opcional con francés ya que es una lengua comunitaria e importantísima en la UE y mantiene aspectos comunes con el latín. También, como asignatura de importancia, incluiría una rama dedicada a estudios ibéricos: en muchas universidades de Estados Unidos consideran inseparable el estudio del español y del portugués en una materia común llamada estudios iberoamericanos, como es lógico debido al curso de la Historia. Se estrecharían y comprenderían mejor aspectos de una cultura común, la ibérica, y se desmontarían falsos tópicos o prejuicios heredados de los errores de la enseñanza de la Historia del país vecino, tanto en España como en Portugal.
5. ¿Le gustaría quedarse más años impartiendo clase en este politécnico o no? ¿Y por qué?
Me hubiera gustado quedarme por más años si se me hubiera ofrecido la oportunidad de dedicarme a mi especialidad, la literatura y cultura hispánicas, precisamente orientada a esta misión de acercar positivamente España y lo hispánico a los Portugueses. Pero no pudo ser, por motivos personales, y también institucionales, derivados de mi contrato.
6. ¿Qué le llevo a ser profesora? ¿Siempre ha querido esa profesión?
¿Qué me llevó? Buena pregunta: mis propios profesores, que eran excelentes. Nada mejor que el profesor para dar ejemplo. Creo que siempre he querido ser profesora, a riesgo de perder mi ilusión, por esta nueva generación de jóvenes que tanto me sorprende a mí que aún soy joven, y lo fui, con mucha ilusión de aprender en mi época de estudiante; y por razones más delicadas de tipo institucional-material. Esto me parece la prueba más grande de mi vocación.
7. ¿Qué le gusta más en esa profesión? Y por qué de lengua española?
Me gusta el hecho de estar en otros país, comunicar en otro idioma, compartir e intercambiar aspectos culturales, idiomáticos, sociales diferentes y a la vez integrantes de mi propia cultura. La lengua española me conecta y me identifica allá donde vaya a enseñarla, y eso me hace sentirme orientada y arraigada en cualquier lugar, y ofrecerle la oportunidad de expresar mi amor por mi país, mi cultura, a mis alumnos.
8. ¿Qué piensa de los alumnos portugueses?
Son especiales, muy particulares, de una manera diferente a muchos que ya tuve en otros países. Generalmente los que optan por aprender mi lengua se afilian rápido a los usos lingüísticos y culturales de España, casi parece que disfrutarían mimetizándose a lo español, de manera casi exagerada diría yo; los que están familiarizados con la lengua, lo idiosincrásico de lo español o no hacen excesivo esfuerzo por distinguir lo “portuñol” de lo español-lo cual ya parece simpático- o se obsesionan demasiado por lo contrario, por separar o corregir, depende de su nivel. Como dije, son particulares, sobre todo en esta zona de Tras-os- Montes.
9. ¿Le gusta vivir en Portugal?
Me encanta. Portugal es un país excelente para vivir o pasar una pequeña parte de tu vida allí. Sólo conozco Tras os Montes como residencia, y un poco Lisboa, pero es un país dónde siempre me sentiría cómoda y no noto dramáticamente un gran cambio o proceso de adaptación a la vida o gente.
10. ¿Cree que aquí las personas están muy familiarizadas con la lengua y cultura española?
Sí y no. Quiero decir: es fácil que en Bragança, una persona, sobre todo jóvenes y de mediana edad, te contesten en español al hablar, refieran algunos aspectos de la cultura cotidiana…pero al mismo tiempo ese acercamiento les lleva erróneamente a pensar, a no pocos, que España es en país “mejor” y que sería más fácil asociarse a lo culturalmente español, sea en “Zamora” o en “Galicia”, subestimando su propia cultura.
De otro lado, está la población más avejentada, que, o ha vivido o tiene familia en España-antepasados-, que siente cierta simpatía y hermandad con España, aunque su imagen sea de hace un tiempo, es más objetiva.
11. ¿Qué piensa de la relación entre España y Portugal? Cree que existe algún tipo de rivalidad?
Rivalidad no es la palabra. El problema es la incomprensión e ignorancia de ciertos sectores de la población y de ciertos aspectos de la Historia, Sociedad y Cultura ibéricas que no son considerados como materia común en la creación de nuestra civilización, sino como un punto constante de oposición. Es necesaria ya una reeducación urgente de la Historia compartida de España y Portugal.
(Entrevista realizada por Tânia Moutinho)
Entrevista a Mirtha dos Santos Fernandez
1. ¿Es la primera vez que enseña en Portugal? Si sí, le gusta?
No, no es la primera vez. Llevo enseñando español en Portugal desde el año 2002, aproximadamente. Antes de trabajar en el Centro de Línguas y después en la formación inicial de la ESEB estuve dando clase en varias academias de Mirandela, Mogadouro, Macedo de Cavaleiros, Viseu, etc.
2. ¿Qué piensa de la educación en Portugal?
Pienso que la educación en Portugal, igual que en el resto de Europa, España tampoco es excepción, se está desvirtuando debido a la prevalencia de los criterios economicistas sobre los criterios propiamente educativos. Por algún motivo, los gobiernos sienten la necesidad de disfrazar la realidad en cuanto al nivel educativo de sus ciudadanos y el acceso a la educación superior de todo tipo de públicos, que debería ser algo positivo, se está convirtiendo en una gigantesca cortina de humo con la que se intenta tapar el sol con un dedo. La falta de bases de muchos de los alumnos que acceden a la universidad obliga a bajar el nivel de calidad y exigencia, todo para no perder alumnos. El futuro lo veo negro. Habrá mucha gente con títulos universitarios y sin conocimientos suficientes que refrenden la obtención de dichos diplomas. Y serán esas personas las que gobernarán nuestros países a medio plazo.
3. ¿Qué piensa del Ipb? ¿Cree que es un buen politécnico?
Bueno, la verdad es que es el único Instituto Politécnico que conozco, así que no puedo dar mi opinión en términos comparativos. Pero creo que está considerado uno de los mejores Politécnicos del país, así que supongo que sí, que es una institución de calidad.
4. ¿Qué piensa de nuestra carrera? Que cambiaría?
La Licenciatura en Lenguas Extranjeras Inglés-Español fue un reto interesantísimo en mi carrera profesional en la cual me volqué de forma apasionada, pues la percibí como la primera oportunidad real de formar buenos profesores de español no nativos en el IPB. Creo que el plan curricular de la carrera está bien concebido, las asignaturas son muy interesantes. Entre las cosas que cambiaría sería igualar la carga lectiva de enseñanza de ambas lenguas, ya que si los alumnos van a ser profesores de español y de inglés necesitan el mismo nivel de formación, digo yo. Es verdad que el inglés es la principal lengua franca a nivel mundial, pero el español no le va a la zaga, y es incuestionable que lo que necesita en este momento Portugal son profesores de español, bastante más que de inglés, así que habría que empezar por otorgar al español el estatuto que se merece no sólo en vuestra carrera, sino en todo el Instituto. Creo además que, tratando a ambas lenguas por igual se terminaría con las pequeñas rencillas entre alumnos que manifiestan continuamente su preferencia por una u otra lengua. Si se han matriculado en esta carrera, a sabiendas de que éstas iban a ser las lenguas de trabajo, tienen que respetarlas y respetar también a sus compañeros.
5. ¿Le gustaría quedarse más años impartiendo clase en este politécnico o no? ¿Y por qué?
Yo ya no trabajo en ese Politécnico.
6. ¿Qué le llevo a ser profesora? ¿Siempre ha querido esa profesión?
Pues la verdad es que no. Yo estudié Periodismo y me vine a Portugal a trabajar como periodista en una radio y después en un periódico. Lo de dar clases empezó bastante por casualidad, aunque la Filología Española siempre ha sido mi verdadera vocación. De hecho yo siempre quise estudiar la carrera de Filología, pero no la ofertaban en mi ciudad y mis padres no se podían permitir enviarme a estudiar a otra ciudad, así que opté por el Periodismo. Tampoco me arrepiento pues gracias a estos estudios adquirí cultura general y eso siempre está bien. Desde que empecé a dar clases de español en Portugal he continuado mi formación en el área de la Filología Hispánica, formación que pretendo culminar este año con la defensa de mi tesis doctoral que versa sobre lingüística y literatura española.
7. ¿Qué le gusta más en esa profesión? Y por qué de lengua española?
Lo que más me gusta de la enseñanza es transmitir conocimientos a los alumnos y comprobar cómo, poco a poco, estos conocimientos van calando en ellos y se van desenvolviendo en el dominio de la lengua. Me hace sentirme especialmente orgullosa ver cómo en una conversación o en una redacción los alumnos utilizan determinada expresión o palabra que les enseñé tiempo atrás.
La opción por dar clase de lengua y cultura española está relacionada con la fascinación que me produce mi propia lengua materna y la cultura en la que viví inserta. Para mí, dar clase de español, no es un trabajo, es un auténtico placer, y creo que los alumnos siempre han notado que disfruto mucho con lo que hago y enseño.
8. ¿Qué piensa de los alumnos portugueses?
Pienso que los alumnos portugueses se sienten muy motivados para el aprendizaje de la lengua española, pero pienso también que la semejanza entre el español y su lengua materna, el portugués, actúa como efecto disuasorio a la hora de estudiar para los exámenes. Me da la sensación de que la opinión general es “el español es fácil”. Y por eso se alborotan tanto cuando suspenden. No ocurre nada de eso cuando suspenden inglés, lo que me lleva a creer que a la hora de justificar los suspensos ante sus padres, sus amigos o incluso ante sí mismos, les da mucha vergüenza reconocer que no han aprobado español, ya que todo el mundo da por supuesto que es fácil y no aprobar español les parece sinónimo de una incapacidad muy superior a no aprobar inglés.
9. ¿Le gusta vivir en Portugal?
Sí, sí me gusta, aunque tengo que reconocer que me gusta mucho más España. A pesar de que son países vecinos, desde el punto de vista cultural son muy distintos y, aunque ya llevo años viviendo en Portugal, no logro superar la sensación de desazón por estar fuera de mi país. Me pasa lo que a todos los emigrantes, supongo.
10. ¿Cree que aquí las personas están muy familiarizadas con la lengua y cultura española?
Bueno, creo que el interés por la lengua y cultura española ha subido en picado en los últimos años, no sólo en Portugal, es un fenómeno a nivel mundial. De pronto, el español ha dejado a ser una lengua de segunda categoría para convertirse en una coiné universal. Pienso que este cambio se debe a la representatividad que en los últimos años ha adquirido España a nivel mundial, desde el punto de vista del desarrollo económico, pero también por los éxitos deportivos, cinematográficos, etc.
En Portugal, creo que muchos profesores han visto el español una oportunidad de futuro profesional que no les brindaban las lenguas para cuya enseñanza se prepararon y eso justifica el crecimiento de la demanda del español en las universidades e institutos politécnicos.
11. ¿Qué piensa de la relación entre España y Portugal? Cree que existe algún tipo de rivalidad?
He aquí una pregunta difícil… Bueno, vamos allá… la rivalidad entre pueblos fronterizos es algo muy habitual y en el caso de Portugal se entiende que su rivalidad se vuelque hacia España, ya que no tiene más “vecinos”. En España, por ejemplo, nuestra inquina se direcciona más hacia Francia, por varios motivos. Entre ellos por la ocupación a la que Napoleón sometió a España hacia el año 1808, hecho que hirió profundamente nuestro orgullo nacional y que Goya inmortalizó en el famoso cuadro “Los fusilamientos del 3 de mayo”.
Creo, sinceramente, que España siente una profunda indiferencia hacia Portugal, pero no rabia ni rivalidad. Sin embargo, me da la sensación de que muchos portugueses sienten resentimiento hacia España y los españoles, quizás motivado por un turbio pasado histórico. Me parece que en Portugal sigue persistiendo la imagen de España como colonizadora, conquistadora, avasalladora y que no reaccionan del todo bien cuando tienen que lidiar con profesionales españoles; consideran nuestro arrojo, dinamismo, carácter apasionado y determinación con un ataque o una amenaza.
Esta diferencia de concepción del Otro la resumen muy bien los dichos populares. El único dicho español que conozco que se refiere a Portugal es: “Eres más formal que un portugués”, que significa que en España los portugueses son vistos como personas extremamente educadas, mientras que los dichos portugueses referidos a España son bastante más agresivos: “De Espanha nem bom vento nem bom casamento”.
Cualquier extremo es malo, así que tan perniciosa me parece la indiferencia de España hacia Portugal como el rencor de Portugal hacia España.
Soy bastante escéptica respecto al futuro, no creo que las cosas cambien a corto plazo.
(Entrevista realizada por Tânia Moutinho)
No, no es la primera vez. Llevo enseñando español en Portugal desde el año 2002, aproximadamente. Antes de trabajar en el Centro de Línguas y después en la formación inicial de la ESEB estuve dando clase en varias academias de Mirandela, Mogadouro, Macedo de Cavaleiros, Viseu, etc.
2. ¿Qué piensa de la educación en Portugal?
Pienso que la educación en Portugal, igual que en el resto de Europa, España tampoco es excepción, se está desvirtuando debido a la prevalencia de los criterios economicistas sobre los criterios propiamente educativos. Por algún motivo, los gobiernos sienten la necesidad de disfrazar la realidad en cuanto al nivel educativo de sus ciudadanos y el acceso a la educación superior de todo tipo de públicos, que debería ser algo positivo, se está convirtiendo en una gigantesca cortina de humo con la que se intenta tapar el sol con un dedo. La falta de bases de muchos de los alumnos que acceden a la universidad obliga a bajar el nivel de calidad y exigencia, todo para no perder alumnos. El futuro lo veo negro. Habrá mucha gente con títulos universitarios y sin conocimientos suficientes que refrenden la obtención de dichos diplomas. Y serán esas personas las que gobernarán nuestros países a medio plazo.
3. ¿Qué piensa del Ipb? ¿Cree que es un buen politécnico?
Bueno, la verdad es que es el único Instituto Politécnico que conozco, así que no puedo dar mi opinión en términos comparativos. Pero creo que está considerado uno de los mejores Politécnicos del país, así que supongo que sí, que es una institución de calidad.
4. ¿Qué piensa de nuestra carrera? Que cambiaría?
La Licenciatura en Lenguas Extranjeras Inglés-Español fue un reto interesantísimo en mi carrera profesional en la cual me volqué de forma apasionada, pues la percibí como la primera oportunidad real de formar buenos profesores de español no nativos en el IPB. Creo que el plan curricular de la carrera está bien concebido, las asignaturas son muy interesantes. Entre las cosas que cambiaría sería igualar la carga lectiva de enseñanza de ambas lenguas, ya que si los alumnos van a ser profesores de español y de inglés necesitan el mismo nivel de formación, digo yo. Es verdad que el inglés es la principal lengua franca a nivel mundial, pero el español no le va a la zaga, y es incuestionable que lo que necesita en este momento Portugal son profesores de español, bastante más que de inglés, así que habría que empezar por otorgar al español el estatuto que se merece no sólo en vuestra carrera, sino en todo el Instituto. Creo además que, tratando a ambas lenguas por igual se terminaría con las pequeñas rencillas entre alumnos que manifiestan continuamente su preferencia por una u otra lengua. Si se han matriculado en esta carrera, a sabiendas de que éstas iban a ser las lenguas de trabajo, tienen que respetarlas y respetar también a sus compañeros.
5. ¿Le gustaría quedarse más años impartiendo clase en este politécnico o no? ¿Y por qué?
Yo ya no trabajo en ese Politécnico.
6. ¿Qué le llevo a ser profesora? ¿Siempre ha querido esa profesión?
Pues la verdad es que no. Yo estudié Periodismo y me vine a Portugal a trabajar como periodista en una radio y después en un periódico. Lo de dar clases empezó bastante por casualidad, aunque la Filología Española siempre ha sido mi verdadera vocación. De hecho yo siempre quise estudiar la carrera de Filología, pero no la ofertaban en mi ciudad y mis padres no se podían permitir enviarme a estudiar a otra ciudad, así que opté por el Periodismo. Tampoco me arrepiento pues gracias a estos estudios adquirí cultura general y eso siempre está bien. Desde que empecé a dar clases de español en Portugal he continuado mi formación en el área de la Filología Hispánica, formación que pretendo culminar este año con la defensa de mi tesis doctoral que versa sobre lingüística y literatura española.
7. ¿Qué le gusta más en esa profesión? Y por qué de lengua española?
Lo que más me gusta de la enseñanza es transmitir conocimientos a los alumnos y comprobar cómo, poco a poco, estos conocimientos van calando en ellos y se van desenvolviendo en el dominio de la lengua. Me hace sentirme especialmente orgullosa ver cómo en una conversación o en una redacción los alumnos utilizan determinada expresión o palabra que les enseñé tiempo atrás.
La opción por dar clase de lengua y cultura española está relacionada con la fascinación que me produce mi propia lengua materna y la cultura en la que viví inserta. Para mí, dar clase de español, no es un trabajo, es un auténtico placer, y creo que los alumnos siempre han notado que disfruto mucho con lo que hago y enseño.
8. ¿Qué piensa de los alumnos portugueses?
Pienso que los alumnos portugueses se sienten muy motivados para el aprendizaje de la lengua española, pero pienso también que la semejanza entre el español y su lengua materna, el portugués, actúa como efecto disuasorio a la hora de estudiar para los exámenes. Me da la sensación de que la opinión general es “el español es fácil”. Y por eso se alborotan tanto cuando suspenden. No ocurre nada de eso cuando suspenden inglés, lo que me lleva a creer que a la hora de justificar los suspensos ante sus padres, sus amigos o incluso ante sí mismos, les da mucha vergüenza reconocer que no han aprobado español, ya que todo el mundo da por supuesto que es fácil y no aprobar español les parece sinónimo de una incapacidad muy superior a no aprobar inglés.
9. ¿Le gusta vivir en Portugal?
Sí, sí me gusta, aunque tengo que reconocer que me gusta mucho más España. A pesar de que son países vecinos, desde el punto de vista cultural son muy distintos y, aunque ya llevo años viviendo en Portugal, no logro superar la sensación de desazón por estar fuera de mi país. Me pasa lo que a todos los emigrantes, supongo.
10. ¿Cree que aquí las personas están muy familiarizadas con la lengua y cultura española?
Bueno, creo que el interés por la lengua y cultura española ha subido en picado en los últimos años, no sólo en Portugal, es un fenómeno a nivel mundial. De pronto, el español ha dejado a ser una lengua de segunda categoría para convertirse en una coiné universal. Pienso que este cambio se debe a la representatividad que en los últimos años ha adquirido España a nivel mundial, desde el punto de vista del desarrollo económico, pero también por los éxitos deportivos, cinematográficos, etc.
En Portugal, creo que muchos profesores han visto el español una oportunidad de futuro profesional que no les brindaban las lenguas para cuya enseñanza se prepararon y eso justifica el crecimiento de la demanda del español en las universidades e institutos politécnicos.
11. ¿Qué piensa de la relación entre España y Portugal? Cree que existe algún tipo de rivalidad?
He aquí una pregunta difícil… Bueno, vamos allá… la rivalidad entre pueblos fronterizos es algo muy habitual y en el caso de Portugal se entiende que su rivalidad se vuelque hacia España, ya que no tiene más “vecinos”. En España, por ejemplo, nuestra inquina se direcciona más hacia Francia, por varios motivos. Entre ellos por la ocupación a la que Napoleón sometió a España hacia el año 1808, hecho que hirió profundamente nuestro orgullo nacional y que Goya inmortalizó en el famoso cuadro “Los fusilamientos del 3 de mayo”.
Creo, sinceramente, que España siente una profunda indiferencia hacia Portugal, pero no rabia ni rivalidad. Sin embargo, me da la sensación de que muchos portugueses sienten resentimiento hacia España y los españoles, quizás motivado por un turbio pasado histórico. Me parece que en Portugal sigue persistiendo la imagen de España como colonizadora, conquistadora, avasalladora y que no reaccionan del todo bien cuando tienen que lidiar con profesionales españoles; consideran nuestro arrojo, dinamismo, carácter apasionado y determinación con un ataque o una amenaza.
Esta diferencia de concepción del Otro la resumen muy bien los dichos populares. El único dicho español que conozco que se refiere a Portugal es: “Eres más formal que un portugués”, que significa que en España los portugueses son vistos como personas extremamente educadas, mientras que los dichos portugueses referidos a España son bastante más agresivos: “De Espanha nem bom vento nem bom casamento”.
Cualquier extremo es malo, así que tan perniciosa me parece la indiferencia de España hacia Portugal como el rencor de Portugal hacia España.
Soy bastante escéptica respecto al futuro, no creo que las cosas cambien a corto plazo.
(Entrevista realizada por Tânia Moutinho)
Interviews to the teachers of the degree in FL: EN/SP
Students currently in the second year of the degree in Foreign Languages: English/Spanish have been making a series of interviews to the several teachers of the above-mentioned degree. The interviews will be all translated into either English or Spanish, according to the teachers' nationality or their scientific domain.
The interviews with the Spanish teachers include two who are no longer here, one of whom for personal reasons, and the other one because of the fact that she was a lecturer from El Corte Inglés and moved to a different country at the end of the academic year.
The interviews to the Spanish teachers were made by Tânia Moutinho, and the ones to the English teachers by Elizabeth Rocha.
All the information provided within the interviews, teachers' opinions and positions towards the school and the institute are strictly their own responsability. They must not be identified with any official viewpoint.
CM
The interviews with the Spanish teachers include two who are no longer here, one of whom for personal reasons, and the other one because of the fact that she was a lecturer from El Corte Inglés and moved to a different country at the end of the academic year.
The interviews to the Spanish teachers were made by Tânia Moutinho, and the ones to the English teachers by Elizabeth Rocha.
All the information provided within the interviews, teachers' opinions and positions towards the school and the institute are strictly their own responsability. They must not be identified with any official viewpoint.
CM
Tuesday, 11 January 2011
Creative writing 1
Creative writing is an awkward concept that seems to bring about some confusion.
I've seen people say this is absolute nonsense, because it deals with the art of publishing books as if it was just a question of following a "recipe", a set of infallible techniques. Others believe those who are born with this "thing" for writing don't need this, because it all comes out naturally and fluently, as if it had meant to be always that way.
Fiddlesticks! Nothing could further from the truth and the real world.
Writing, whatever it is - short stories, novels, historical novels, science fiction, requires above all research: no writer just jots down what comes to their minds. Any book requires hard work, researching different sources, sketching the layout of the action and sub-actions, the characters, the times and spaces, not to mention the endless reviewing and editing by the writers themselves and by others.
So what does a club in creative witing intend to do? Just loosen up the brain, bring down the barriers and chains slowly but persistently built around us, sometimes because people around us didn't believe us or we needed to protect ourselves from disappointments. These are the pains of growing up in an educational system as the one we now have and where youngsters (as well as grown-ups) are not taught to think, be critical and demanding, believe in themselves and be bold. Because all this needs to be taught or rather released from the bodice into which it was locked and forgotten.
For all this, the experience is to be shared between teacher and students, pacing down the path that will eventually lead to the freedom of imagination.
CM
I've seen people say this is absolute nonsense, because it deals with the art of publishing books as if it was just a question of following a "recipe", a set of infallible techniques. Others believe those who are born with this "thing" for writing don't need this, because it all comes out naturally and fluently, as if it had meant to be always that way.
Fiddlesticks! Nothing could further from the truth and the real world.
Writing, whatever it is - short stories, novels, historical novels, science fiction, requires above all research: no writer just jots down what comes to their minds. Any book requires hard work, researching different sources, sketching the layout of the action and sub-actions, the characters, the times and spaces, not to mention the endless reviewing and editing by the writers themselves and by others.
So what does a club in creative witing intend to do? Just loosen up the brain, bring down the barriers and chains slowly but persistently built around us, sometimes because people around us didn't believe us or we needed to protect ourselves from disappointments. These are the pains of growing up in an educational system as the one we now have and where youngsters (as well as grown-ups) are not taught to think, be critical and demanding, believe in themselves and be bold. Because all this needs to be taught or rather released from the bodice into which it was locked and forgotten.
For all this, the experience is to be shared between teacher and students, pacing down the path that will eventually lead to the freedom of imagination.
CM
Elisabete
Hello!!!
My name is Elisabete Barbosa and I'm 26 years old.
I´m a woman, a wife , a mother and now a student...
I started my degree in English and Spanish in September 2009, and at first I felt apprehensive: I thought this degree wasn't for me, because I had another degree in my mind. But time went by and I started thinking another way. I began to see how interesting this degree was, perhaps because of the courses, the teachers and classmates.
This degree is serious, professional and demanding, which will help us a lot for us to be good professionals later. With this opinion, I intend to give some encouragement to people who are in a similar situation. Never too late, people...
Difficult, but not impossible!
My name is Elisabete Barbosa and I'm 26 years old.
I´m a woman, a wife , a mother and now a student...
I started my degree in English and Spanish in September 2009, and at first I felt apprehensive: I thought this degree wasn't for me, because I had another degree in my mind. But time went by and I started thinking another way. I began to see how interesting this degree was, perhaps because of the courses, the teachers and classmates.
This degree is serious, professional and demanding, which will help us a lot for us to be good professionals later. With this opinion, I intend to give some encouragement to people who are in a similar situation. Never too late, people...
Difficult, but not impossible!
Tuesday, 4 January 2011
Eduardo
Hello!
My name is Eduardo and I am 23 years old. I came from Barcelos to study in Bragança, it was not my first choice, but here I am.
In terms of the degree, this is what I wanted. This degree has much potential, because English is the global language more than other, English is very important for any Job.
Spanish has been expanding and since we are neighbours of Spain, the economic relations tend to increase. So, this is a very important ocasion to learn Spanish and have a promising future. Another important advantage from Spanish is that there are very few teachers and this is another open door for us. These were the reasons why I chose this degree, and also because I have always liked languages.
In terms of the English classes, the teacher is very demanding with us, and before I had come here, I was working for four years. Due to this, I have some difficulties with English, but I hope to recover this year. As for Spanish, besides being the first contact, one advantage to learn fast is that it is similar to Portuguese.
So I hope this will work out well so that I can have a better future.
My name is Eduardo and I am 23 years old. I came from Barcelos to study in Bragança, it was not my first choice, but here I am.
In terms of the degree, this is what I wanted. This degree has much potential, because English is the global language more than other, English is very important for any Job.
Spanish has been expanding and since we are neighbours of Spain, the economic relations tend to increase. So, this is a very important ocasion to learn Spanish and have a promising future. Another important advantage from Spanish is that there are very few teachers and this is another open door for us. These were the reasons why I chose this degree, and also because I have always liked languages.
In terms of the English classes, the teacher is very demanding with us, and before I had come here, I was working for four years. Due to this, I have some difficulties with English, but I hope to recover this year. As for Spanish, besides being the first contact, one advantage to learn fast is that it is similar to Portuguese.
So I hope this will work out well so that I can have a better future.
Ana Paula
Hello! My name is Ana Paula. I was born in Monção, but I came from France. You can ask why I chose English, right? It´s a challenge. I am 40 years old, I don’t speak English, but I hope I’ll learn something more. I believe that! (I believe I’m crazy too). Seriously I chose this English-Spanish degree, because I think it´s another opportunity. With my other degree (Portuguese and French), it´s more difficult to teach, because French is becoming less taught at schools. Spanish will be a possibility. I don´t have nothing to lose!
João Pedro
Hi people!
My name is João Pedro and I’m 19. I came from a wonderful city, the capital of Minho, Braga. I was born and raised there.
When I finished my studies at ESCA (Escola Secundária Carlos Amarante), I made the option to follow my studies in a city faraway from mine. I really need to grow up and to gain some independence, which could only be possible without the protection of my parents. So, after doing the national exams and much reflection about my preferences and the future job offers, I chose the degree of Foreign Languages: English and Spanish at Escola Superior de Educação de Bragança.
To be honest, I describe Bragança as a developing village not only geographically speaking, but also because everyone knows each other. What I really don’t like in the city is the high variation of temperatures, you know, during the winter it’s extremely cold but in the summer is scorching hot. Apart from that, I can only say good things about it.
At the I.P.B. (Instituto Politécnico de Bragança), you can find people from everywhere, Azores, Madeira, Algarve, Lisboa or Porto, even from many countries of Europe, such as Poland, Germany, Greece, Romania or Spain because of the Erasmus program, or from Brazil too. That’s extremely good to me, because I like to socialise, especially with foreign people.
I hope you like our degree’s blog and keep visiting us.
My name is João Pedro and I’m 19. I came from a wonderful city, the capital of Minho, Braga. I was born and raised there.
When I finished my studies at ESCA (Escola Secundária Carlos Amarante), I made the option to follow my studies in a city faraway from mine. I really need to grow up and to gain some independence, which could only be possible without the protection of my parents. So, after doing the national exams and much reflection about my preferences and the future job offers, I chose the degree of Foreign Languages: English and Spanish at Escola Superior de Educação de Bragança.
To be honest, I describe Bragança as a developing village not only geographically speaking, but also because everyone knows each other. What I really don’t like in the city is the high variation of temperatures, you know, during the winter it’s extremely cold but in the summer is scorching hot. Apart from that, I can only say good things about it.
At the I.P.B. (Instituto Politécnico de Bragança), you can find people from everywhere, Azores, Madeira, Algarve, Lisboa or Porto, even from many countries of Europe, such as Poland, Germany, Greece, Romania or Spain because of the Erasmus program, or from Brazil too. That’s extremely good to me, because I like to socialise, especially with foreign people.
I hope you like our degree’s blog and keep visiting us.
English-Spanish's Clubs
At the end of last academic year, the English teacher of the 1st year was assigned to replace the elected director of the degree English/Spanish, who had resigned. Later on, in November, she was elected as a one-year director of the same degree. Thus, in the last week of December, there was an informal meeting with students' representatives and they came up with some very interesting ideas worth putting into action:
* reader's club, in which books already read or being read will be discussed; it aims at developing your speakingt skills and sharing your knowledge of the world;
* speaking club intends to improve your speaking skills and eventually it will lead to a debate club, which is a much higher level and with very specific rules to follow;
* creative writing club for those who are interested in developing their writing skills beyond what is done in class and leading to a more "artistic" domain;
* finally, study groups for those who have more difficulties in certain courses, though they may work withour the presence of teachers: it may just be gatherings of students who share knowledge and helo each other with occasional visits from the teachers - a kind of "atendimento".
Owing to timetable constraints, we had to split the clubs according to year and, today, the 4th January 2011, the creative club for the 2nd year started! with only one student, which only comes to show that bed is more appealing than participating in something new and different, even if with the same "old" teacher! Notwithstanding, we shall continue and strive to make this a successful project as others.
First lesson: to write one needs to know a lot of the language, in all linguistic aspects. It is not just believing you're an artist and have a "thing" in you that makes you write well and creatively. Fiddlesticks! One needs to be demanding and critical, as these are only acquired through a lot of reading and discussing.
I leave you with this quote by Philip Pullamn at the end of his third volume of "His Dark Materials", "The Spy Amberglass":
"I have stolen ideas from every book I ever read. My principle in researching for a novel is 'Read like a butterfly, write like a bee', and if this story contains any honey, it is entirely because of the quality of the nectar I found in the work of better writers."
CM
* reader's club, in which books already read or being read will be discussed; it aims at developing your speakingt skills and sharing your knowledge of the world;
* speaking club intends to improve your speaking skills and eventually it will lead to a debate club, which is a much higher level and with very specific rules to follow;
* creative writing club for those who are interested in developing their writing skills beyond what is done in class and leading to a more "artistic" domain;
* finally, study groups for those who have more difficulties in certain courses, though they may work withour the presence of teachers: it may just be gatherings of students who share knowledge and helo each other with occasional visits from the teachers - a kind of "atendimento".
Owing to timetable constraints, we had to split the clubs according to year and, today, the 4th January 2011, the creative club for the 2nd year started! with only one student, which only comes to show that bed is more appealing than participating in something new and different, even if with the same "old" teacher! Notwithstanding, we shall continue and strive to make this a successful project as others.
First lesson: to write one needs to know a lot of the language, in all linguistic aspects. It is not just believing you're an artist and have a "thing" in you that makes you write well and creatively. Fiddlesticks! One needs to be demanding and critical, as these are only acquired through a lot of reading and discussing.
I leave you with this quote by Philip Pullamn at the end of his third volume of "His Dark Materials", "The Spy Amberglass":
"I have stolen ideas from every book I ever read. My principle in researching for a novel is 'Read like a butterfly, write like a bee', and if this story contains any honey, it is entirely because of the quality of the nectar I found in the work of better writers."
CM
Taísa
Hello everybody! My name is Taísa Lima and I’m a 25-year-old woman. I’m a Brazilian student and my experience with the Degree in Foreign Languages: English and Spanish is really good. To begin with, I came to Portugal in a mobility programme and I was supposed to be here for 10 months. Once here, I fell in love with this degree. In Brazil, I was only studying English and here I got the chance to get a degree in the English and Spanish Languages. It’s really delightful when I see that I’m improving my knowledge and that my performance in these languages is always getting better. The way things are here is a little bit different from what we have in Brazil. However, teachers are really qualified here and there’s no difficult time when you have the right support. I’m deeply thinking about staying here for a little more time after the end of the programme.
Having contact with all the areas of the languages is an important part of the degree, specially to see how the development and all the evolution involved in this process were. When you’re studying languages, it doesn’t matter which language that is, you’ll always get the opportunity to know about the culture, the way of life and other things related to the language.
Maria José
I study in the 1st year of the English-Spanish degree. I am already a teacher at the school EB 2, 3 of Freixo de Espada à Cinta. I have a degree in “Engenharia Agronómica” and I`m teaching “Infra-estruturas Básicas e Paisagísticas”, “Manutenção de Jardins e Relvados” and “Instalação de Jardins e Relvados” to the CEF in gardening. I decided to come to this degree, because I wanted to learn other languages; it has always been my passion. I’m loving it! I’m very excited with this new phase of my life. My big dream is to be an English teacher or a Spanish teacher. I learnt more this semester than in my all life, this fact is true thanks to the good teachers that we have. The only thing that makes me unhappy is that I can’t come to all the classes because I’m a working student.
Mesquita
Hello, my name is João Nuno Fernandes Mesquita; I´m from Macedo de Cavaleiros; I´m 25 and I´m son of José Mário Pinheiro Mesquita and Orlanda Maria da Costa Fernandes Mesquita.
I’ve got 2 brothers, the younger with 10 years old and the older with 29.
When I finished the 12th grade, I thought about studying tourism, because my idea at that time was being a tourist guide, and I entered the University of Portalegre, Alentejo. I studied “Tourism and Spas” for 3 months and I started to see that degree was not for me!
After that, I dropped out and I went work in Spain for 3 more months to earn some money, but I came back to Portugal to study the Portuguese language to do the national exam. I had 14 in my final mark and I entered again, this time in Viseu, the city of Viriato, in the degree “Tourism” with very little information about that.
Well, I was there for 3 more years, but what I like a lot are languages and cultures and there I only had Economics, Marketing, Management and Accounting. I think it was too much about that and I dropped out again!
As they say, “à 3ª é de vez!!!”. I had heard about that the “English and Spanish” degree would open in Bragança and I decided to try my last opportunity here, with another mentality, of course. I was lucky and here I am, with the confidence to finish it in 3 or 4 years.
I´m enjoying it very much, but i have some difficult in the literatures course.
I´m thinking of going in Erasmus later, maybe to Poland or Spain, to earn another life experience and practise my Spanish and my English, because here it’s not very common to do it… only by night with some Erasmus students.
Finally and for now, I have the idea of becoming a Spanish teacher. Who knows? Because I think that in the future Spanish will be compulsory for all, replacing French. I guess that Spanish teachers will be in need and I see it as a Great opportunity.
So, for now it´s done … Let´s see what I can add in the future.
I’ve got 2 brothers, the younger with 10 years old and the older with 29.
When I finished the 12th grade, I thought about studying tourism, because my idea at that time was being a tourist guide, and I entered the University of Portalegre, Alentejo. I studied “Tourism and Spas” for 3 months and I started to see that degree was not for me!
After that, I dropped out and I went work in Spain for 3 more months to earn some money, but I came back to Portugal to study the Portuguese language to do the national exam. I had 14 in my final mark and I entered again, this time in Viseu, the city of Viriato, in the degree “Tourism” with very little information about that.
Well, I was there for 3 more years, but what I like a lot are languages and cultures and there I only had Economics, Marketing, Management and Accounting. I think it was too much about that and I dropped out again!
As they say, “à 3ª é de vez!!!”. I had heard about that the “English and Spanish” degree would open in Bragança and I decided to try my last opportunity here, with another mentality, of course. I was lucky and here I am, with the confidence to finish it in 3 or 4 years.
I´m enjoying it very much, but i have some difficult in the literatures course.
I´m thinking of going in Erasmus later, maybe to Poland or Spain, to earn another life experience and practise my Spanish and my English, because here it’s not very common to do it… only by night with some Erasmus students.
Finally and for now, I have the idea of becoming a Spanish teacher. Who knows? Because I think that in the future Spanish will be compulsory for all, replacing French. I guess that Spanish teachers will be in need and I see it as a Great opportunity.
So, for now it´s done … Let´s see what I can add in the future.
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