LANGUAGE POLICY FOR TEACHING THE PORTUGUESE LANGUAGE IN ANGOLA: AN ANALYSIS OF PORTUGUESE LANGUAGE TEXTBOOKS FOR THE 5TH AND 6TH GRADES OF PRIMARY EDUCATION

uma análise nos livros didáticos de língua portuguesa da 5ª e 6ª classes do ensino primário

Abstract

This article anelzões the language policy for teaching the Portuguese language in Angola through Portuguese language textbooks for the 5th and 6th grades of primary education. The study is grounded in the assumptions of Spolsky’s expanded language policy framework (2004, 2009), according to which language policy consists of three components: practices, beliefs, and management. The methodology is characterized by a qualitative approach, situated within the interpretivist paradigm and based on documentary analysis. The corpus is composed of the textbooks Portuguese Language - 5th Grade and Portuguese Language – 6th Grade (student manuals), adopted nationwide. The results indicate that, in both textbooks, the presence of the Angolan variety of Portuguese appears only at the lexical level and is treated superficially, without adequate didactic-pedagogical explanation. We conclude that the language policy for teaching Portuguese reflected in these textbooks prioritizes European Portuguese as the only idealized language for instruction, thereby reinforcing a colonial-rooted linguistic ideology.