{"id":3933,"date":"2023-09-01T14:30:44","date_gmt":"2023-09-01T14:30:44","guid":{"rendered":"https:\/\/clup.pt\/?page_id=3933"},"modified":"2026-04-02T11:56:23","modified_gmt":"2026-04-02T11:56:23","slug":"clup23-saritamonjanehenriksen","status":"publish","type":"page","link":"https:\/\/id.letras.up.pt\/clup\/?page_id=3933","title":{"rendered":"Sarita Monjane Henriksen"},"content":{"rendered":"\n<figure class=\"wp-block-image size-full\"><img decoding=\"async\" src=\"\/clup\/wp-content\/uploads\/2023\/09\/image.png\" alt=\"\" class=\"wp-image-3934\" \/><\/figure>\n\n\n\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<p class=\"wp-block-paragraph\"><strong>NOTA BIOGR\u00c1FICA<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Holds a PhD in Language Policy and Education Planning with a focus on Multilingual Contexts, awarded by the University of Roskilde, Denmark; has recently completed a Post-doctorate in the field of Human Rights, Social Rights and Diffuse Rigths, with a focus on Linguistic Human Rights, University of Salamanca, Spain. Holds a Master Degree in Linguistics in Education, University of Surrey, St. Mary\u2019s University College, United Kingdom, a degree in Teaching English as a Foreign Language, <em>Universidade Pedag\u00f3gica <\/em>(UP-Maputo), Mozambique. She is Associate Professor in Language Education, teaching the disciplines of English Language and Sociolinguistics, Education Policy, Language and Cultural Diversity, Translation Studies, and Introduction to Consecutive Interpreting. She is currently the Director of Cooperation at UP-Maputo. She was Visiting Professor of Languages and Migration at the University of Justus Liebig of Giessen, Germany (2022-2023); and Guest Professor at ISCTE-IUL, Portugal (2021 and 2022), the <em>Universidade Federal do Para\u00edba<\/em>, Jo\u00e3o Pessoa, Brazil, and at the University of Southern Denmark. She was until recently the Dean of the Faculty of Language Sciences, Communication and Arts (UP-Maputo). Her most recent publication is entitled: Language and Education in Mozambique: Subsidies for a language policy oriented towards global citizenship, Collection <em>Nossa gente, nossas l\u00ednguas<\/em> (Our people, our languages), Gala-Gala Editions, 2023.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00c9 doutorada em Pol\u00edtica e Planifica\u00e7\u00e3o Lingu\u00edstica, com \u00eanfase em Contextos Multilingues, pela Universidade de Roskilde, Dinamarca; concluiu recentemente o P\u00f3s-doutoramento na \u00e1rea dos Direitos Humanos, Direitos Sociais e Direitos Difusos, com enfoque sobre Direitos Humanos Lingu\u00edsticos, pela Universidade de Salamanca, Espanha. Possui um Mestrado em Lingu\u00edstica Educacional, pela St. Mary&#8217;s University College, Reino Unido, e \u00e9 licenciada em Ensino de Ingl\u00eas como L\u00edngua Estrangeira pela Universidade Pedag\u00f3gica (UP-Maputo), Mo\u00e7ambique. \u00c9 Professora Associada em Educa\u00e7\u00e3o Lingu\u00edstica, lecionando as disciplinas de L\u00edngua Inglesa e Sociolingu\u00edstica, Pol\u00edticas Educativas, L\u00edngua e Diversidade Cultural, Estudos de Tradu\u00e7\u00e3o e Introdu\u00e7\u00e3o \u00e0 Interpreta\u00e7\u00e3o Consecutiva. \u00c9 atualmente Directora do Gabinete de Coopera\u00e7\u00e3o, na UP-Maputo. Foi Professora Convidada na Universidade Justus Liebig de Giessen, Alemanha (2022-2023), na \u00e1rea de L\u00ednguas e Migra\u00e7\u00f5es e Professora Convidada no ISCTE-IUL, Portugal (2021 e 2022), Universidade Federal da Para\u00edba, Jo\u00e3o Pessoa, Brasil, e Universidade do Sul da Dinamarca. Foi at\u00e9 recentemente Directora da Faculdade de Ci\u00eancias da Linguagem, Comunica\u00e7\u00e3o e Artes (UP-Maputo). A sua publica\u00e7\u00e3o mais recente \u00e9 intitulada: <em>L\u00edngua e Educa\u00e7\u00e3o em Mo\u00e7ambique: Subs\u00eddios para uma pol\u00edtica lingu\u00edstica orientada para a cidadania global<\/em>, <em>Colec\u00e7\u00e3o Nossa gente, nossas l\u00ednguas, <\/em>Gala-Gala Edi\u00e7\u00f5es, 2023.<\/p>\n<\/div><\/div>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<div class=\"wp-block-group\"><div class=\"wp-block-group__inner-container is-layout-constrained wp-block-group-is-layout-constrained\">\n<p class=\"wp-block-paragraph\"><strong>RESUMO<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>L\u00ednguas invis\u00edveis no contexto escolar: Uma an\u00e1lise da diversidade lingu\u00edstica nas salas de aula do S\u00e9culo XXI<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Sarita Monjane Henriksen<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Universidade Pedag\u00f3gica de Maputo<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Num contexto em que as sociedades apresentam uma paisagem lingu\u00edstico-cultural cada vez mais diversificada, as salas de aula s\u00e3o verdadeiros microcosmos do multiculturalismo e diversidade, albergando alunos de v\u00e1rias origens lingu\u00edsticas. \u00c9 neste \u00e2mbito que \u00e9 poss\u00edvel prever a exist\u00eancia de l\u00ednguas invis\u00edveis, portanto, l\u00ednguas faladas pela popula\u00e7\u00e3o estudantil, que n\u00e3o s\u00e3o reconhecidas ou incorporadas no curr\u00edculo escolar. Este estudo baseia-se numa revis\u00e3o exaustiva da literatura sobre direitos humanos lingu\u00edsticos e em dados emp\u00edricos prim\u00e1rios, recolhidos atrav\u00e9s de estudos de caso realizados em tr\u00eas institui\u00e7\u00f5es de ensino superior em Mo\u00e7ambique, Alemanha e Portugal. O principal objetivo \u00e9 refletir sobre os principais desafios associados \u00e0 gest\u00e3o das l\u00ednguas invis\u00edveis em contextos escolares marcados pela globaliza\u00e7\u00e3o, mobilidade e migra\u00e7\u00e3o. Os participantes do estudo incluem estudantes universit\u00e1rios de diversas origens lingu\u00edsticas e culturais, nos tr\u00eas pa\u00edses mencionados. A an\u00e1lise dos dados segue uma abordagem tem\u00e1tica, centrando-se nas l\u00ednguas existentes no repert\u00f3rio lingu\u00edstico dos estudantes, dom\u00ednios de uso, compet\u00eancia nas v\u00e1rias l\u00ednguas, a perce\u00e7\u00e3o dos estudantes sobre a import\u00e2ncia dessas l\u00ednguas e sobre a exist\u00eancia de hierarquias lingu\u00edsticas individuais e sociais. Os resultados apontam para a nega\u00e7\u00e3o institucional do pluralismo e preval\u00eancia de ideologias lingu\u00edsticas inspiradas pela assimila\u00e7\u00e3o e converg\u00eancia em dire\u00e7\u00e3o a uniformiza\u00e7\u00e3o lingu\u00edstica, atrav\u00e9s da promo\u00e7\u00e3o das l\u00ednguas maiorit\u00e1rias, oficiais e dominantes, como o Portugu\u00eas, o Alem\u00e3o ou \u201cIngl\u00eas. A exclus\u00e3o das l\u00ednguas minorit\u00e1rias invis\u00edveis, dos contextos escolares, constitui uma recusa evidente do reconhecimento dos direitos humanos lingu\u00edsticos, resultando na marginaliza\u00e7\u00e3o lingu\u00edstica, bem como na poss\u00edvel perda de l\u00edngua materna, especialmente em casos em que n\u00e3o se verifica a transmiss\u00e3o intergeracional de l\u00edngua. Este estudo prop\u00f5e, em \u00faltima an\u00e1lise, o recurso as biografias individuais dos estudantes como um primeiro passo para o reconhecimento da diversidade lingu\u00edstica, promo\u00e7\u00e3o da consci\u00eancia lingu\u00edstica, assim como para o fomento do respeito e valoriza\u00e7\u00e3o cultural no seio da comunidade estudantil. &nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Palavras-chave:<\/strong> <em>L\u00ednguas invis\u00edveis, diversidade lingu\u00edstica, multiculturalismo, biografias individuais<\/em><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Invisible languages in the school context: An analysis of linguistic diversity in 21st century Classrooms<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">In a context where societies present an increasingly diverse linguistic-cultural landscape, classrooms are true microcosms of multiculturalism and diversity, hosting students from various linguistic backgrounds. It is within this framework that it is possible to foresee the existence of invisible languages, thus, languages spoken by the student population, which are not recognised or incorporated into the school curriculum. This study is based on a comprehensive review of the literature on linguistic human rights and on primary empirical data, collected through case studies conducted in three higher education institutions in Mozambique, Germany and Portugal. The main objective is to reflect on the main challenges associated with managing invisible languages in school contexts marked by globalisation, mobility and migration. The study participants include university students from diverse linguistic and cultural backgrounds in the three mentioned countries. Data analysis follows a thematic approach, focusing on the languages in students&#8217; linguistic repertoire, domains of use, competence in the various languages, students&#8217; perceptions of the importance of these languages and the existence of individual and social linguistic hierarchies. The results point to the institutional denial of pluralism and the prevalence of linguistic ideologies inspired by assimilation and convergence towards linguistic standardisation, through the promotion of majority, official and dominant languages, such as Portuguese, German or English. The exclusion of invisible minority languages from school contexts constitutes a blatant refusal to recognise linguistic human rights, resulting in linguistic marginalisation as well as the possible loss of mother tongue, especially in cases where intergenerational language transmission does not occur. This study ultimately proposes the use of individual student biographies as a first step towards recognising linguistic diversity, promoting language awareness, as well as fostering respect and cultural appreciation within the student community.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Key words:<\/strong> <em>Invisible languages, linguistic diversity, multiculturalism, individual biographies<\/em><\/p>\n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"NOTA BIOGR\u00c1FICA Holds a PhD in Language Policy and Education Planning with a focus on Multilingual Contexts, awarded by the University of Roskilde, Denmark; has recently completed a Post-doctorate in the field of Human Rights, Social Rights and Diffuse Rigths, with a focus on Linguistic Human Rights, University of Salamanca, Spain. Holds a Master Degree [&hellip;]","protected":false},"author":1,"featured_media":0,"parent":3931,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-3933","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/id.letras.up.pt\/clup\/index.php?rest_route=\/wp\/v2\/pages\/3933","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/id.letras.up.pt\/clup\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/id.letras.up.pt\/clup\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/id.letras.up.pt\/clup\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/id.letras.up.pt\/clup\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=3933"}],"version-history":[{"count":1,"href":"https:\/\/id.letras.up.pt\/clup\/index.php?rest_route=\/wp\/v2\/pages\/3933\/revisions"}],"predecessor-version":[{"id":6907,"href":"https:\/\/id.letras.up.pt\/clup\/index.php?rest_route=\/wp\/v2\/pages\/3933\/revisions\/6907"}],"up":[{"embeddable":true,"href":"https:\/\/id.letras.up.pt\/clup\/index.php?rest_route=\/wp\/v2\/pages\/3931"}],"wp:attachment":[{"href":"https:\/\/id.letras.up.pt\/clup\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=3933"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}