Políticas Linguísticas e Políticas do Cuidado: o Pré-PEC-G na Educação Superior Brasileira
Data
2023-09-25
Autores
OLIVEIRA, Layana Christine de 
Tipo
Dissertação de mestrado
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Como instrumento de política e parceria interministerial entre Ministério das Relações Exteriores (MRE) e o Ministério da Educação (MEC), o Programa de Estudantes-Convênio de Graduação (PEC-G) é o maior programa de fomento para que estudantes internacionais frequentem Instituições de Ensino Superior (IES) conveniadas no Brasil. Regulado pelo Decreto 7.948, de 12 de março de 2013 (BRASIL, 2013), o candidato deve apresentar, como um dos requisitos à inscrição no Programa, o Certificado de Proficiência em Língua Portuguesa para Estrangeiros (Celpe-Bras). Caso não haja aplicação do exame em seu país de origem, ele poderá fazê-lo no Brasil após curso preparatório para o Celpe-Bras em uma IES credenciada. Este grupo de estudantes de Língua portuguesa como Língua Adicional (PLA) é reconhecido nas instituições de ensino como estudantes Pré-PEC-G. Esta pesquisa preocupa-se em compreender como se fazem as políticas linguísticas e como se dão as políticas do cuidado aos grupos Pré-PEC-G, na visão dos dirigentes e dos coordenadores Pré-PEC-G.Como metodologia, em uma perspectiva etnográfica, levantou-se dados da base governamental; recrutaram-se participantes da pesquisa; realizou-se entrevistas on-line com gestores do PEC-G, coordenadores e/ou professores envolvidos com estes grupos; depois foram transcritos e tematizados os registros de pesquisa gerados e comparados entre as IES, classificando pontos em comum e pontos que diferem. O referencial teórico para análise dos dados baseou-se na perspectiva hymesiana para pesquisa em linguagem (HYMES, 2020 [1964], 1996) e em uma perspectiva indisciplinar para linguística aplicada (MOITA-LOPES, 2006a), particularmente a que tem foco no trabalho com grupos minoritarizados (CAVALCANTI, 2006). Articularam-se também as discussões do campo das políticas linguísticas, apoiando-se, principalmente, na tradição etnográfica de estudos nesse campo como, por exemplo, Hornberger e Johnson (2007), Tollefson (2009), Menken e Garcia (2010), McCarty (2004, 2011), Blommaert (2013) e Carneiro (2021), entre outros. Para a compreensão mais específica dos posicionamentos dos sujeitos entrevistados, o referencial adveio da pesquisa de DuBois (2007), Jaffe (2009) e estudos como os de Frazatto e Bizon (2022), entre outros. No que se refere à ética do cuidado, os estudos de Miller (2020), Severo e Nhampoca (2021) e Badwan (2021) foram abordados para respaldar as análises tratadas. Sobressaem-se, nas análises, uma dissonância em relação à visão do programa entre gestores dos órgãos oficiais e coordenadores. Identificou-se, também, boas práticas em termos de políticas de acolhimento e políticas linguísticas nas IES analisadas que atendem Grupos Pré-PEC-G.
As an instrument of interministerial policy and partnership between the Ministry of Foreign Affairs (MRE) and the Ministry of Education (MEC) of Brazil, the Undergraduate Exchange Student Program (PEC-G) is the largest program to encourage international students to attend Higher Education Institutions (HEI) in Brazil. Regulated by Decree “7.948”, of March 12, 2013 (BRASIL, 2013), the candidate must present, as one of the requirements for enrollment in the Program, the Certificate of Proficiency in Portuguese Language for Foreigners (Celpe-Bras). If the exam is not applied in his country of origin, he can take it in Brazil after a preparatory course for the Celpe-Bras in an accredited HEI. This group of Portuguese Language as an Additional Language (PLA) students is recognized in educational institutions as Pre-PEC-G students. This research is concerned with understanding how language policies are made and how care policies are given to Pre-PEC-G groups, in the view of Pre-PEC-G leaders and coordinators. The theoretical framework for data analysis was based on the hymesian perspective for language research (HYMES, 2020[1964], 1996) and on an interdisciplinary perspective for applied linguistics (MOITA-LOPES, 2006a), particularly the one that focuses on working with minority groups (CAVALCANTI, 1996). Discussions in the field of language policies were also articulated, relying mainly on the ethnographic tradition of studies in this field such as, for example, Hornberger and Johnson (2007), Tollefson (2009), Menken and Garcia (2010), McCarty ( 2004, 2011), Blommaert (2013) and Carneiro (2021), among others. For a more specific understanding of the positions of the interviewed subjects, the reference came from the research of DuBois (2007), Jaffe (2009) and studies such as Frazatto and Bizon (2022), among others. With regard to the ethics of care, studies by Miller (2020), Severo and Nhampoca (2021) and Badwan (2021) were approached to support the analyzed analyses. What stands out, in the analyses, is a dissonance in relation to the vision of the program between managers of official bodies and coordinators. Good practices related to policies for welcoming students and language policies were identified in the analyzed HEIs and can be useful for other institutions receiving Pre-PEC-G groups.
As an instrument of interministerial policy and partnership between the Ministry of Foreign Affairs (MRE) and the Ministry of Education (MEC) of Brazil, the Undergraduate Exchange Student Program (PEC-G) is the largest program to encourage international students to attend Higher Education Institutions (HEI) in Brazil. Regulated by Decree “7.948”, of March 12, 2013 (BRASIL, 2013), the candidate must present, as one of the requirements for enrollment in the Program, the Certificate of Proficiency in Portuguese Language for Foreigners (Celpe-Bras). If the exam is not applied in his country of origin, he can take it in Brazil after a preparatory course for the Celpe-Bras in an accredited HEI. This group of Portuguese Language as an Additional Language (PLA) students is recognized in educational institutions as Pre-PEC-G students. This research is concerned with understanding how language policies are made and how care policies are given to Pre-PEC-G groups, in the view of Pre-PEC-G leaders and coordinators. The theoretical framework for data analysis was based on the hymesian perspective for language research (HYMES, 2020[1964], 1996) and on an interdisciplinary perspective for applied linguistics (MOITA-LOPES, 2006a), particularly the one that focuses on working with minority groups (CAVALCANTI, 1996). Discussions in the field of language policies were also articulated, relying mainly on the ethnographic tradition of studies in this field such as, for example, Hornberger and Johnson (2007), Tollefson (2009), Menken and Garcia (2010), McCarty ( 2004, 2011), Blommaert (2013) and Carneiro (2021), among others. For a more specific understanding of the positions of the interviewed subjects, the reference came from the research of DuBois (2007), Jaffe (2009) and studies such as Frazatto and Bizon (2022), among others. With regard to the ethics of care, studies by Miller (2020), Severo and Nhampoca (2021) and Badwan (2021) were approached to support the analyzed analyses. What stands out, in the analyses, is a dissonance in relation to the vision of the program between managers of official bodies and coordinators. Good practices related to policies for welcoming students and language policies were identified in the analyzed HEIs and can be useful for other institutions receiving Pre-PEC-G groups.
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Políticas Linguísticas e Políticas do Cuidado: o Pré-PEC-G na Educação Superior Brasileira