O papel do inglês na formação do aluno estrangeiro da rede pública estadual paulista

• Autor(a) principal: Rodrigues, Maria Cristina Boccuzzi
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/27516
• topic: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUAS ESTRANGEIRAS MODERNAS; Multiculturalismo; Identidade linguística; Identidade cultural; Ensino-aprendizagem do inglês; Professor de inglês; Multiculturalism; Linguistic identity; Culture identity; English teaching learning; English teacher

This research studies and analyses the role of the English language in the civic education of the foreign student from São Paulo public schools, when discussing the multicultural perspective of the classroom and thinking over about the student’s linguistic and cultural identity issues. The English teacher attitude towards this new educational reality is measured in the teaching and learning process. The results of this study point out the importance of knowing the new profile of the public school students group and, perhaps, they may stimulate new linguistic and educational politics in the English teaching, in order to promote the insertion of the foreign student in the contemporary Brazilian society. Therefore, it relies on Hall (2011) and Rajagopalan (2006) studies which deal with the linguistic and culture identities questions, on Leffa (2007) who treats the exclusion in the English learning by the own teacher and on Cavalcanti (1999) who discuss multilingual contexts of minorities, retaking them with official documents which rule the education. Inside an interpretative paradigm, this case study has realized a qualitative research with an emphasis on the quantitative one, whose data was obtained through a written questionnaire applied to a focal group and through a personal interview with some students from a public school located in São Paulo central region, whose profile is marked by the growing presence of foreign students. The adopted procedure to the data interpretation was the Content Analysis, to enable the production of reliable material for reflections. The students who became this study target are from foreign succession and attend the third year of Ensino Médio, in other words, they are in final phase of civic education. The obtained data leads us to believe that our students, regardless of their nationalities, when getting rid of the built link between language and nation, may use the English language as a tool to highlight their individual interactions in the current society, rediscovering themselves in a unique identity of world citizens, belonging to a same time and space. Such practice ends up transforming the English teaching in a foreign student inclusion agent inside the multicultural context of the school.