Ensino de português para refugiados durante a pandemia de Covid-19 na cidade de São Paulo: um olhar em torno dos processos de ensino
Data
2023-04-28
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O aumento dos fluxos migratórios internacionais nas primeiras décadas do século XXI
é uma realidade nas mais diversas regiões do globo. No Brasil, a situação não é
diferente. O país, nos últimos 10 anos, recebeu muitos imigrantes, e o estado e a
cidade de São Paulo é o destino da maior parte deles. Por essa razão, a cidade foi o
local de emergência de diversos projetos voltados ao ensino de português como
língua adicional no que vem sendo compreendido na literatura sobre esse ensino
como Português como Língua de Acolhimento (PLAc). Portanto, justifica-se uma
preocupação sobre o ensino que é oferecido a esse público, especialmente com
relação à necessidade de promover a sua inserção na sociedade brasileira, processo
que pode ser facilitado por meio do aprendizado da língua. Partindo dessa
preocupação, este trabalho se insere no campo da Linguística Aplicada (MOITALOPES, 2006) e tem como objetivo geral investigar como ocorre o processo de ensinoaprendizagem de língua portuguesa em dois cursos de PLAc para migrantes
deslocados (as) forçados (as) em São Paulo, ofertados por duas organizações não
governamentais, Instituto Adus e Bibli-ASPA. Para atingir tal objetivo, lancei mão dos
seguintes procedimentos nas duas instituições: 1) Observação e registro de aulas
para analisar os processos de ensino-aprendizagem; 2) Realização de entrevistas
com professores e estudantes considerando as observações realizadas; 3)
Transcrição e tematização dos registros de pesquisa gerados; 4) Análise e
interpretação dos dados. O referencial teórico para a análise dos dados partiu das
discussões sobre os processos de implementação de políticas linguísticas e
educacionais (RICENTO E HORNBERGER, 1996, 2000, 2007; HORNBERGER E
JOHNSON, 2007; MENKEN E GARCIA, 2010; McCARTY, 2011) em contextos
socioculturalmente e sociolinguisticamente complexos (CAVALCANTI, 1999, 2006,
2013 e CARNEIRO, 2022). Os resultados obtidos apontam para o funcionamento dos
cursos como parte do desenvolvimento de uma política linguística local para o ensino
de português como língua adicional, no âmbito das instituições estudadas. Foi
possível compreender melhor também como se configura um projeto de PLAc em
cada uma das instituições e, a partir dessa compreensão, e das necessidades
apontadas por alunos e professores, foram indicadas potenciais mudanças de
orientação metodológica, planejamento e produção de material didático para o ensinode PLAc e em relação à função dos professores na sala de aula e o seu papel na
inserção dos refugiados na sociedade e a necessidade de sensibilização intercultural.
The increase in international migration flows in the first decades of the 21st century is a reality in the most diverse regions of the globe. In Brazil, the situation is not different. The country, in the last 10 years, received many immigrants, and the state and city of São Paulo are the destinations of most of them. For this reason, the city was the site of emergence of several projects that aimed teaching Portuguese as an additional language in what has been understood in the literature on this teaching as Portuguese as a host language (PLAc). Therefore, a concern about the education offered to this public is justified, especially regarding to the need to promote their insertion in Brazilian society, a process that can be facilitated through language learning. Based on this concern, this work is part of the field of Applied Linguistics and has the general objective of investigating how the Portuguese language teaching-learning process occurs in two PLAc courses for forced displaced migrants in São Paulo, offered by two non-governmental organizations, Adus Institute and Bibli-ASPA. To achieve this objective, I used the following procedures at both institutions: 1) Observation and recording of classes to analyze the teaching-learning processes; 2) Conducting interviews with teachers and students considering the observations made; 3) Transcription and thematization of the research records generated; 4) Data analysis and interpretation. The theoretical framework for data analysis came from discussions on the implementation processes of linguistic and educational policies (RICENTO AND HORNBERGUER, 1996, 2000, 2007) (McCARTY, 2011; HORNEBERGUER AND JOHNSON, 2007; MENKEN AND GARCIA, 2010) in socioculturally and sociolinguistically complex contexts (CAVALCANTI, 1999, 2006, 2013 e CARNEIRO, 2022). The results point to the functioning of the courses as part of the development of a local language policy for the teaching of Portuguese as an additional language, within the scope of the institutions studied. It was also possible to better understand how a PLAc project is set up in each of the institutions and, based on that understanding, the needs pointed out by students and teachers, potential changes in methodological orientation, planning and production of didactic material were indicated for PLAc teaching, in relation to teacher’s’ roles in the classroom and their role in the integration of refugees into society and the need for intercultural awareness.
The increase in international migration flows in the first decades of the 21st century is a reality in the most diverse regions of the globe. In Brazil, the situation is not different. The country, in the last 10 years, received many immigrants, and the state and city of São Paulo are the destinations of most of them. For this reason, the city was the site of emergence of several projects that aimed teaching Portuguese as an additional language in what has been understood in the literature on this teaching as Portuguese as a host language (PLAc). Therefore, a concern about the education offered to this public is justified, especially regarding to the need to promote their insertion in Brazilian society, a process that can be facilitated through language learning. Based on this concern, this work is part of the field of Applied Linguistics and has the general objective of investigating how the Portuguese language teaching-learning process occurs in two PLAc courses for forced displaced migrants in São Paulo, offered by two non-governmental organizations, Adus Institute and Bibli-ASPA. To achieve this objective, I used the following procedures at both institutions: 1) Observation and recording of classes to analyze the teaching-learning processes; 2) Conducting interviews with teachers and students considering the observations made; 3) Transcription and thematization of the research records generated; 4) Data analysis and interpretation. The theoretical framework for data analysis came from discussions on the implementation processes of linguistic and educational policies (RICENTO AND HORNBERGUER, 1996, 2000, 2007) (McCARTY, 2011; HORNEBERGUER AND JOHNSON, 2007; MENKEN AND GARCIA, 2010) in socioculturally and sociolinguistically complex contexts (CAVALCANTI, 1999, 2006, 2013 e CARNEIRO, 2022). The results point to the functioning of the courses as part of the development of a local language policy for the teaching of Portuguese as an additional language, within the scope of the institutions studied. It was also possible to better understand how a PLAc project is set up in each of the institutions and, based on that understanding, the needs pointed out by students and teachers, potential changes in methodological orientation, planning and production of didactic material were indicated for PLAc teaching, in relation to teacher’s’ roles in the classroom and their role in the integration of refugees into society and the need for intercultural awareness.