Reflections on plurilingualism and language education in the Brazilian Context

Detalhes bibliográficos
Autor(a) principal: Vaz Ferreira, Mergenfel
Data de Publicação: 2023
Outros Autores: Stanke, Roberta Cristina Sol Fernandes
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Scripta
Texto Completo: http://periodicos.pucminas.br/index.php/scripta/article/view/30458
Resumo: The publication of the new Common National Curricular Base on December 22, 2017, stimulated several discussions within academia in the area of language education in additional languages regarding the change of the component "Modern Foreign Languages" in the Law of Directives and Bases of Education (LDB, 1996), which allowed states and cities to choose the additional language according to their specific contexts, to the curricular component "English Language" as the only additional language of compulsory teaching in Basic Education. Such discussions, in turn, encourage national movements such as Fica Espanhol (Stay Spanish) and Moveplu (Movement in Support of Multilingual Education). At the same time, we see the emergence and expansion of initiatives such as the bilingual schools project from the Municipal Department of Education of Rio de Janeiro, offering the teaching of English, Spanish, French, and German in public schools in the city. Still, in favour of multilingualism, we also have 51 cities across the country that have achieved the co-officialization of several indigenous languages, in addition to German and Italian as immigration languages. Considering all the factors above, this article discusses ways for a linguistic education that may promote the maintenance and development of plurilingualism in Brazil. To this end, the text revisits the literature on multilingualism and language education in the country, bringing to discussion the concept of intercultural language education and the proposal implemented in Rio de Janeiro, with a more specific focus on the teaching-learning of German in municipal bilingual schools.
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spelling Reflections on plurilingualism and language education in the Brazilian Contextplurilingualismlanguage educationminority languagesgerman as an additional languageplurilinguismoeducação linguísticalínguas minoritáriasalemão como língua adicionalThe publication of the new Common National Curricular Base on December 22, 2017, stimulated several discussions within academia in the area of language education in additional languages regarding the change of the component "Modern Foreign Languages" in the Law of Directives and Bases of Education (LDB, 1996), which allowed states and cities to choose the additional language according to their specific contexts, to the curricular component "English Language" as the only additional language of compulsory teaching in Basic Education. Such discussions, in turn, encourage national movements such as Fica Espanhol (Stay Spanish) and Moveplu (Movement in Support of Multilingual Education). At the same time, we see the emergence and expansion of initiatives such as the bilingual schools project from the Municipal Department of Education of Rio de Janeiro, offering the teaching of English, Spanish, French, and German in public schools in the city. Still, in favour of multilingualism, we also have 51 cities across the country that have achieved the co-officialization of several indigenous languages, in addition to German and Italian as immigration languages. Considering all the factors above, this article discusses ways for a linguistic education that may promote the maintenance and development of plurilingualism in Brazil. To this end, the text revisits the literature on multilingualism and language education in the country, bringing to discussion the concept of intercultural language education and the proposal implemented in Rio de Janeiro, with a more specific focus on the teaching-learning of German in municipal bilingual schools.A publicação da nova Base Nacional Comum Curricular, em 22 de dezembro de 2017, movimentou diversas discussões no meio acadêmico da área de educação linguística em línguas adicionais a respeito da mudança do componente “Línguas Estrangeiras Modernas”, na Lei de Diretrizes e Bases da Educação (LDB, 1996), que facultava aos estados e municípios a escolha da língua de acordo com seus contextos específicos, para o componente curricular “Língua Inglesa”, como única língua adicional de ensino obrigatório na Educação Básica. Tais discussões, por sua vez, impulsionam movimentos nacionais como o Fica Espanhol e o Moveplu (Movimento a favor do Ensino Plurilíngue). Ao mesmo tempo, vemos surgir e expandirem-se iniciativas como o projeto de escolas bilíngues da Secretaria Municipal de Educação do Rio de Janeiro, com a oferta de ensino de inglês, espanhol, francês e alemão em escolas públicas do município. Ainda em favor do plurilinguismo, temos também os 51 municípios espalhados pelo país que lograram a cooficialização de diversas línguas indígenas, além de línguas de imigração alemãs e italianas. Considerando todos os fatores expostos, este artigo tem como objetivo discutir caminhos para uma educação linguística que possa promover a manutenção e o desenvolvimento do plurilinguismo no Brasil. Para isso, o texto revisita a literatura que se deburça sobre o plurilinguismo e a educação linguística no país, trazendo à discussão o conceito de educação linguística intercultural e a proposta que vem sendo implementada no Rio de Janeiro, focando de forma mais específica, o ensino-aprendizado de alemão nas escolas bilíngues municipais.PUC Minas2023-12-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://periodicos.pucminas.br/index.php/scripta/article/view/3045810.5752/P.2358-3428.2023v27n60p190-218Scripta; Vol 27 No 60 (2023): Ensino de línguas em contextos multilíngues ; 190-218Scripta; V. 27 N. 60 (2023): Ensino de línguas em contextos multilíngues ; 190-218Scripta; v. 27 n. 60 (2023): Ensino de línguas em contextos multilíngues ; 190-2182358-34281516-4039reponame:Revista Scriptainstname:Pontifícia Universidade Católica de Minas Gerais (PUC Minas)instacron:PUC_MINSporhttp://periodicos.pucminas.br/index.php/scripta/article/view/30458/21887Copyright (c) 2023 Editora PUC Minashttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessVaz Ferreira, MergenfelStanke, Roberta Cristina Sol Fernandes 2024-03-07T12:35:16Zoai:ojs.pkp.sfu.ca:article/30458Revistahttp://periodicos.pucminas.br/index.php/scripta/userhttp://periodicos.pucminas.br/index.php/scripta/oai||cespuc@pucminas.br2358-34281516-4039opendoar:2024-03-07T12:35:16Revista Scripta - Pontifícia Universidade Católica de Minas Gerais (PUC Minas)false
dc.title.none.fl_str_mv Reflections on plurilingualism and language education in the Brazilian Context
title Reflections on plurilingualism and language education in the Brazilian Context
spellingShingle Reflections on plurilingualism and language education in the Brazilian Context
Vaz Ferreira, Mergenfel
plurilingualism
language education
minority languages
german as an additional language
plurilinguismo
educação linguística
línguas minoritárias
alemão como língua adicional
title_short Reflections on plurilingualism and language education in the Brazilian Context
title_full Reflections on plurilingualism and language education in the Brazilian Context
title_fullStr Reflections on plurilingualism and language education in the Brazilian Context
title_full_unstemmed Reflections on plurilingualism and language education in the Brazilian Context
title_sort Reflections on plurilingualism and language education in the Brazilian Context
author Vaz Ferreira, Mergenfel
author_facet Vaz Ferreira, Mergenfel
Stanke, Roberta Cristina Sol Fernandes
author_role author
author2 Stanke, Roberta Cristina Sol Fernandes
author2_role author
dc.contributor.author.fl_str_mv Vaz Ferreira, Mergenfel
Stanke, Roberta Cristina Sol Fernandes
dc.subject.por.fl_str_mv plurilingualism
language education
minority languages
german as an additional language
plurilinguismo
educação linguística
línguas minoritárias
alemão como língua adicional
topic plurilingualism
language education
minority languages
german as an additional language
plurilinguismo
educação linguística
línguas minoritárias
alemão como língua adicional
description The publication of the new Common National Curricular Base on December 22, 2017, stimulated several discussions within academia in the area of language education in additional languages regarding the change of the component "Modern Foreign Languages" in the Law of Directives and Bases of Education (LDB, 1996), which allowed states and cities to choose the additional language according to their specific contexts, to the curricular component "English Language" as the only additional language of compulsory teaching in Basic Education. Such discussions, in turn, encourage national movements such as Fica Espanhol (Stay Spanish) and Moveplu (Movement in Support of Multilingual Education). At the same time, we see the emergence and expansion of initiatives such as the bilingual schools project from the Municipal Department of Education of Rio de Janeiro, offering the teaching of English, Spanish, French, and German in public schools in the city. Still, in favour of multilingualism, we also have 51 cities across the country that have achieved the co-officialization of several indigenous languages, in addition to German and Italian as immigration languages. Considering all the factors above, this article discusses ways for a linguistic education that may promote the maintenance and development of plurilingualism in Brazil. To this end, the text revisits the literature on multilingualism and language education in the country, bringing to discussion the concept of intercultural language education and the proposal implemented in Rio de Janeiro, with a more specific focus on the teaching-learning of German in municipal bilingual schools.
publishDate 2023
dc.date.none.fl_str_mv 2023-12-21
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://periodicos.pucminas.br/index.php/scripta/article/view/30458
10.5752/P.2358-3428.2023v27n60p190-218
url http://periodicos.pucminas.br/index.php/scripta/article/view/30458
identifier_str_mv 10.5752/P.2358-3428.2023v27n60p190-218
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://periodicos.pucminas.br/index.php/scripta/article/view/30458/21887
dc.rights.driver.fl_str_mv Copyright (c) 2023 Editora PUC Minas
http://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Editora PUC Minas
http://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv PUC Minas
publisher.none.fl_str_mv PUC Minas
dc.source.none.fl_str_mv Scripta; Vol 27 No 60 (2023): Ensino de línguas em contextos multilíngues ; 190-218
Scripta; V. 27 N. 60 (2023): Ensino de línguas em contextos multilíngues ; 190-218
Scripta; v. 27 n. 60 (2023): Ensino de línguas em contextos multilíngues ; 190-218
2358-3428
1516-4039
reponame:Revista Scripta
instname:Pontifícia Universidade Católica de Minas Gerais (PUC Minas)
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instname_str Pontifícia Universidade Católica de Minas Gerais (PUC Minas)
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reponame_str Revista Scripta
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repository.name.fl_str_mv Revista Scripta - Pontifícia Universidade Católica de Minas Gerais (PUC Minas)
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