Constructing a common language-in-education policy? Portuguese, Brazilian and Timorese collaboration in the reintroducti
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Constructing a common language‑in‑education policy? Portuguese, Brazilian and Timorese collaboration in the reintroduction of Portuguese in Timor‑Leste Alan Silvio Ribeiro Carneiro1 Received: 17 February 2020 / Accepted: 4 September 2020 © Springer Nature B.V. 2020
Abstract The final decolonization of Timor-Leste, in 2002, happened during an era characterized by intensification of globalization processes and, as a result, the reconstruction of the country involved diverse types of multilateral and bilateral cooperation. The cooperation projects of Portugal and Brazil took on the main role in the development of local language-in-education policies contributing, for example, to the construction of the legal framework for education, the national curriculum and the training of teachers. The first objective of this article is to present an analytic account of the trajectory of the Portuguese and the Brazilian cooperation initiatives in Timor-Leste in the field of teacher training. The second objective is to analyse the positionings of social actors who had an involvement in one specific project, in relation to the processes surrounding language policy implementation since Independence. The data to be analysed in detail in this article are from narratives emerging in interviews, conducted during fieldwork in Timor-Leste in 2012. The focus of my analysis is on the interviewees’ lived experiences and the ways in which they indexed the multiple language ideologies circulating in this context. The interviewees’ accounts brought to the fore different ways of accommodating tensions and achieving consent in the construction of language-in-education policies in post-colonial contexts such as this one, reminding the importance of looking, in close detail, at the constant negotiation and recasting of priorities even among social actors aligned in the same politically hegemonic field. Keywords Language policy and planning · International cooperation · Teacher training · Hegemony · Portuguese language · Timor-Leste
* Alan Silvio Ribeiro Carneiro [email protected] 1
Federal University of São Paulo (Unifesp), Rua Sena Madureira 1500, São Paulo, SP CEP 04021‑001, Brazil
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Introduction The IV Constitutional Government of Timor-Leste, led by Xanana Gusmão as Prime-Minister, started in 2007, when the country was still recovering from the crisis of 2006 – a crisis that began with conflict between the military and the police force in the country (Silva & Simião 2007). The crisis displaced 15% of the total population (of approximately one million) and led to the destruction of 2000 homes and buildings, mainly in Dili, the capital city (Timor-Leste 2012a). The new government had to address the urgent issues generated by the crisis and start to plan policies that would reinforce state institutions and promote economic growth. This fourth government, with Xanana Gusmão as Prime-Minister, framed my two longest periods of research in this small country: the first, for one year, in 2008–2009
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