Mother Tongue Teaching and Skills Development: An Analysis of Secondary Education Curricula in European Countries and Brazil

Lucimar Dantas; Carla Galego; Beatriz Koppe; Everaldo dos Santos Almeida; Maria Neves Gonçalves; José Brás

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Chapter 4 Mother Tongue Teaching and Skills Development

An Analysis of Secondary Education Curricula in European Countries and Brazil

In: Values, Education, Emotional Learning, and the Quest for Justice in Education

Authors:

Lucimar Dantas

Lucimar Dantas
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Carla Galego

Carla Galego
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Beatriz Koppe

Beatriz Koppe
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Everaldo dos Santos Almeida

Everaldo dos Santos Almeida
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Maria Neves Gonçalves

Maria Neves Gonçalves
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José Brás

José Brás
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Type:: Chapter

Pages:: 70–86

DOI:: https://doi.org/10.1163/9789004706798_005

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Abstract

This paper is part of the research project Language, what do I want you for?!, which has as one of its objectives to discuss the role of the mother language in the development of skills, understood here as the ability to mobilize the knowledge available to achieve a goal, in carrying out processes, in a responsible manner (OECD, 2019). To this end, we carried out a comparative analysis of the national curriculum guidelines for the teaching of the mother language in the curricular programs of secondary education in 6 different countries—Germany, Spain, France, Portugal, United Kingdom and Brazil. This is a qualitative exploratory study that uses content analysis as a technique for analyzing the information collected. We compared the conception of language adopted, the objectives of teaching the mother language, the presence and the type of skills to be developed in students in each country. The skills are identified by the OECD (2013, 2018) as indispensable elements for the promotion of social inclusion, the generation of prosperity and the transformation of lives. The results of our analysis point to: (1) an approach to the language as an element of learning and social participation; (2) predominant presence of cognitive and metacognitive skills such as critical thinking, creativity, learning to learn, understanding other cultures; (3) presence of social and emotional skills, such as communication, empathy, collaboration, respect for others; (4) strong influence of the OECD skills model on the most recently reformulated curricula; (5) less approximation to the learning objectives outlined in United Nations Sustainable Development Goal 4.

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Values, Education, Emotional Learning, and the Quest for Justice in Education

Series: Comparative and International Education: Diversity of Voices, Volume: 59/21 and The World Council of Comparative Education Societies, Volume: 59/21

E-Book ISBN:: 9789004706798

Publisher:: Brill

Print Publication Date:: 06 Jul 2024

Subjects
- Education
  - Social Justice

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Chapter 4 Mother Tongue Teaching and Skills Development

An Analysis of Secondary Education Curricula in European Countries and Brazil

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Values, Education, Emotional Learning, and the Quest for Justice in Education

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