Talk presented at Sport in a Mobile World: Identity, Culture and Politics | University of Aveiro, June 21-22, 2018 Authorship: - Cristina Sá (CIDTFF) - cristina@ua.pt

1. Sports in aMobileWorld
Universidade de Aveiro
21dejunhode2018
Cristina Manuela Sá
cristina@ua.pt
Global education, sports and
teaching Portuguese language:
A dynamic relationship

2. •
Sports,globalsocietyandEducation
Sportsandtheteachingofthemothertongue
withinglobaleducation
Sportsandteaching/learningthemothertongue
Suggestions
-Oralcomprehension
-Oralexpression
-Reading
-Writing
Conclusions
Bibliography
Plan of the presentation

3. .
Sports, global society and education
Sports:
- May be the key to understand some of the main
features of the 21st century society
 Globalism, multiculturalism, multilingualism,
great migrations

4. .
Sports, global society and education
Education for a global society must not ignore
these realities, independently of what is being
taught/learned
 Since the 1990s, international organizations
(European Commission, 2007; Oxfam, 2015) and
national governments have been trying to define
essential competences to become an active citizen

5. .
Sports and the teaching of the mother tongue
within global education
The teaching/learning of the mother tongue plays an
important role in this context.
- It contributes to the development of transversal
competences essential to life in the 21st century
Recognized, both at political and educative levels
- It supposes a transversal approach of that process, which
may associate the mother tongue to any topic

6. .
Sports and the teaching of the mother tongue
within global education
So sports and the teaching/learning of the mother tongue
must collaborate:
- To provide a more suitable education for children
Living in a global society
In need of learning how to deal with it

7. .
Suggestions
As a researcher in Education and Didactics, we believe
that:
- Teaching the mother tongue in a transversal way using
(oral and written) texts that the students see as
interesting will motivate them for learning
- This effort must begin in primary school, since it is the
basis for all education

8. .
Suggestions
The programs (Buescu et al., 2015) emphasize the
importance of developing essential competences :
- Oral communication
Listening – to retain essential information
Expressing oneself – using several types/genres of texts
- Written communication
Reading texts – to retain essential information
Writting – using several types/genres of texts

9. .
Suggestions – Oral comprehension
Use
of sports
Aims
Activities
Contents
Exploring oral
documents on
sports
(interviews,
documentaries,
debates, round
tables, reports of a
competition or a
match, podcasts,
etc.)
Listening to discourses to learn
Recognize patterns in intonation
and rhythm (e.g. questions,
statements)
Identify unknown words
Summarize the essential ideas of
oral discourses
Identify implicit information
Use techniques to register and
retain information
Comprehension and
expression
Tone of voice,
articulation, intonation
and rhythm
Vocabulary
Essential information

10. .
Suggestions – Oral expression
Use
of sports
Aims
Activities
Contents
Producing oral
discourses on
sports
(interviews,
documentaries,
debates, round
tables, reports of
a competition or
a match,
podcasts, etc.)
Following rules for oral interaction
Listen to others and wait for your turn to
speak
Expressing oneself correctly in oral
form
Talk in an audible way
Articulate correctly the words
Use diverse vocabulary and complex
sentences
Produce oral discourse with different
purposes, taking into account the
situation and the interlocutor
Discourse interaction
Principle of politeness
Answer, question
Asking for explanation
Oral expression
Introduction of academic
genres: oral presentation;
short persuasive speech
Supervised expression:
simulation and dramatization

11. .
Suggestions – Reading
Use
of sports
Aims
Activities
Contents
Exploring written
documents on
sports
(texts in
newspapers and
magazines,
books,
handbooks, etc.)
Read texts of several types/genres
Learning vocabulary
Organizing the information of a written
text
Identify explicit information
Relate information in a text in order to
emphasize temporal sequence, changes of
place and cause-effect relations
Mention, in a small number of words, the
nuclear aspects of the text
Acquire and expand knowledge
Understand the essential ideas of texts
one read or someone read aloud
Reading
Several types/genres of text
Vocabulary
Anticipation of ideas
Inference (several kinds)
Paraphrase
Sense of the text
Critical opinion

12. .
Suggestions – Writting
Use
of sports
Aims
Activities
Contents
Producing
written
discourses on
sports
(texts in
newspapers
and
magazines,
essays, critical
texts, etc.)
Plan written texts
Determine key ideas to include in a short
informative text
Write down ideas related with the topic of
the text, organizing them and determining
their hierarchy
Write correctly the texts
Revise written texts
Structure, plan, coherence, cohesion,
vocabulary, spelling, punctuation
Text production
Searching information and
writing it down
Several types/genres of text
Planning texts
Composition of texts
Revision of texts

13. .
Conclusions
This transversal approach:
- Makes sports a topic dealt with while teaching (and learning) the mother
tongue
- Makes teaching (and learning) Portuguese a way to learn about sports and
reflect on their social and cultural role
- Leads to
 The development of transversal competences
 Language and texts, Information and communication, Reasoning and problem
solving, Critical thinking, Interpersonal interaction and Technical knowledge
and technology (cf. Gomes et al., 2017)
 Argumentation,Reflection,Collaboration and Problem solving (Oxfam,2015)

14. .
Conclusions
- Leads to
 The acquisition of knowledge on
 Interdependence and globalization, Identity and diversity, Social justice and
equity and Peace and conflicts (Oxfam,2015)
 The promotion of essential values and attitudes such as
 Sense of identity and self-esteem, Respect for diversity and human rights,
Commitment to social justice and equity and Social responsibility (Oxfam,
2015).

15. .
Bibliography
Buescu, H. C., Morais, J., Rocha, M. R., & Magalhães, V. F. (2015). Programa e Metas
Curriculares de Português - Ensino Básico – 1º, 2º e 3º Ciclos. Lisboa: Ministério da
Educação e da Ciência.
European Commission (2007). Key competences in the knowledge based society. A
framework of eight key competences. s.l.: European Commission/Directorate General for
Education and Culture.
Gomes, C. S., Brocardo, J. L., Pedroso, J. V., et al. (2017). Perfil dos alunos à saída da
escolaridade obrigatória.Lisboa: Ministério da Educação.
Oxfam (2015). Global Citizenship in the Classroom: A Guide for Teachers. Oxford: Oxfam
GB. Disponível em: http://www.oxfam.org.uk/education/global-citizenship/global-
citizenship-guides

16. .
Bibliography
Sá, C. M. (2012). Transversalidade da língua portuguesa: representações,
instrumentos,práticas e formação.Exedra,28, 364-372.
Sá, C. M. (2018). Projetos em Educação em Português e desenvolvimento de
competências-chave para a sociedade do séc. XXI. Investigar em Educação,
8(2) [no prelo].

17. 
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