The Far-reaching Perspective of the Portuguese People

As someone from a minority Christian tradition in the majority Catholic nation of Portugal, I believe that sharing the gospel here should connect with the culture’s sense of values and meaning. The Portuguese are fully engaged in modernity, but they also have a sense of the continuous history of their nation – founded in 1143 C.E., considered by some to be the oldest country in Europe (Historical Development, n.d.; (17 Fun Facts about Portugal You Probably Never Knew, n.d.). Learning activities that spark curiosity to see how class content relates to daily life and individual accomplishment of Portuguese students will be most effective. 

Evangelical missionaries like me serving in Latin Europe – Portugal, Spain, Italy – often complain of the difficulty of their work. But I believe a key is connecting the good news of Jesus’ redemptive kingdom to the felt needs and values of these Catholic, secularized societies. The last description cites a great paradox of those countries of Southern Europe that resisted the effects of modernity longer. Here we experience a culture that wants to exercise the freedoms that come with liberalism while also keeping the Catholic church as a bastion of moral reference. 

Sage on a Stage Versus Guide on the Side

The study of diverse interactive methods of teaching that unlock students’ knowledge is enough for a teacher to spend a lifetime learning. This approach is known as student-based learning (SBL), and those who got into teaching because of the love of study need not feel they will be unfulfilled by using this approach. Two cutting edge SBL methods are problem-based learning (Nurul Fadilah et al., 2024) and jigsaw learning (Usman et al., 2022). Both these approaches have the strength of generating and taking advantage of group discussion. I feel that learning approaches that emphasize group discussion have many benefits for a foreign missionary like me. Problem-based learning should be engaged with soberly by a foreign teacher because it will expose them to the pain and struggles of the culturally “other” they serve. If a missionary expects to not stay in a country a long time, or perhaps indefinitely, they can be protected from the despair inherent to any culture by always keeping their eyes on the horizon expecting to go home one day. 

When we really engage and enmesh ourselves in a local culture – marrying someone from there and raising our native-born children there – the liabilities of that nation will affect us for better or worse. The missionary must have a different perspective – that there is no worse-off person due to intercultural service for Jesus. The call of a missionary is only enriching even if not by human standards. 

Ideas of Power: Comparing our Baggage

Hierarchy and order in the Portuguese learning context are quite different from my home culture of Southern California. In the context of teaching, I find that the Portuguese are less likely to recognize someone’s authority to speak on a subject based on experience and charisma but without formal education. Higher education degrees are highly valued in my home culture, but there are many people who become persons of influence in an area due solely to their accomplishments independent of academic pedigree. 

Attractive body appearance is also a significant status defining criteria in the coastal urban context of Cascais where I live, located in the metro area of Lisbon. Dressing well and multilingual ability is highly respected in this context and even necessary depending on one’s vocation. Size of family is more of status symbol for US-Americans than Europeans who often feel the former are irresponsible and even egotistical for having such large families. This would be viewed in the opposite manner by US-Americans. The main challenge I see in engaging and influencing Portuguese culture relates to hierarchy and material status. For US-Americans like me deference to hierarchical and institutional values are harder to accept, and the Portuguese will likely be turned off if US-Americans ostentatiously demonstrate consumerism as a social elevator. 

Is it Valid to Seek Cultural Change? 

 In closing, diverse challenges exist for a foreign teacher who desires to be an agent of cultural and social change. It is imperative that members of the local community be involved in learning activities that seek to bring positive transformation. And as said at the beginning of this text, foreign agents of cultural change should seek to do so in compliance with the goals and values of their target constituencies. The institutions of Portugal still seem daunting to me after living here for four years. I take comfort in the experience of spending 16 years in Brazil, knowing that the learning curve has spikes and plateaus but continues if a missionary stays the course. Staying isn’t enough; however, many stay for decades without becoming wise navigators of culture. My prayer is that I maintain a teachable spirit before the Lord and leave a legacy of blessing – however small it may be by human estimation – that glorifies the name of Jesus. 

References

Historical development. (n.d.). Retrieved August 1, 2024, from https://eurydice.eacea.ec.europa.eu/national-education-systems/portugal/historical-development#

17 fun facts about Portugal you probably never knew. (n.d.). Retrieved August 1, 2024, from https://www.trafalgar.com/real-word/fun-facts-about-portugal/

Usman, M., Degeng, I. N. S., Utaya, S., & Kuswandi, D. (2022). The Influence of JIGSAW Learning Model and Discovery Learning on Learning Discipline and Learning Outcomes. Pegem Journal of Education and Instruction, 12(2), 166–178.