Práticas, percepções docentes e democratização do ensino de francês: glotopolítica(s) para o reconhecimento do aluno periférico

• Autor(a) principal: de Souza, Gilberto Ferreira
• Data de Publicação: 2024
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Matraga (Online)
• Texto Completo: https://www.e-publicacoes.uerj.br/matraga/article/view/77404
• topic: Glotopolítica; Letramento; Ensino de francês; Ensino bi/plurilíngue; Glotopolitics; Literacy; Teaching French; Bi/plurilingual teaching

This work aims to present our doctoral research in progress, which proposes to return to teaching practices and perceptions to recognize and value the public considered peripheral, with the challenge of reinventing the teaching of French in public schools. Since foreign languages, especially French, have been implemented and studied in socially elite contexts, a question interests us: What would be the foreign language teaching strategies in a popular context? We also investigate more democratizing perspectives for teaching French language in two municipal schools: the Municipal School Anísio Teixeira, in Niterói, and the Municipal School Nice Mendonça de Souza e Silva, in São Gonçalo. Therefore, to discuss literacies and teaching perceptions of adaptation of French teaching to recognize and value this public, as well as reflect on the implementation of the projects analyzed here, we will share the concepts in Linguistic Policy (CALVET, 1997), Glotopolitics (GUESPIN, MARCELLESI, 1986), as well as the concepts of Transperiphery (WINDLE et al., 2020), and the new Literacy studies (MATTOS, VALÉRIO, 2010; SOUZA, 2011). The partial results indicate the relevance of these projects for promoting peripheral student recognition practices, reforming and democratizing French teaching in public schools, and valorizing multilingual teaching in these institutions.