“Vamos falando no caminho”: o ensino de português com estrangeiros nas escolas públicas municipais em Manaus

• Autor(a) principal: Silva, Antônio José da
• Data de Publicação: 2021
• Outros Autores: [e-mail]
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/18210
• topic: Teaching; Foreigners; Portuguese non-mother tongue language; Portuguese non-native language; Teaching practice; Public Education Network in Manaus; Ensino; Estrangeiros; Português língua não materna; Prática docente; Rede Pública de Ensino de Manaus; Língua portuguesa – Estudo e ensino – Manaus (AM); Língua portuguesa – Estudo e ensino – Falantes estrangeiros; Escolas públicas – Corpo docente – Manaus (AM); Prática de ensino – Manaus (AM); LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA

The recent migratory flows to Brazil implied the action of the public power and the organized civil society to assist people, mainly, from countries like Haiti and Venezuela. This thesis deals with how, in the scenario of municipal public schools in Manaus, the teaching of Portuguese with the presence of foreigners occurs. With the contribution of theories in the field of Portuguese Non-Native Language - PLNM (Almeida Filho (2007, 2017, 2018), Meyer (2013, 2016), Oliveira (2011, 2013, 2017), Ribeiro (2016, 2018), this thesis search to discuss: what actions have been developed in the mentioned school environment, in the field of PLNM teaching, what are the challenges faced by teachers, especially with regard to training to act and, also, what teaching strategies could be adopted to deal with the reality of the presence of foreigners in municipal schools in the capital of Amazonas. There is a special interest is the learning of Portuguese by foreign students in regular Portuguese language classes. As a starting point, a diagnostic survey was carried out on the perception of teachers regarding the teaching of Portuguese with the presence of foreigners in the classroom. In addition, information provided by the Manaus Education Office and the Manaus City Hall was used, including official documents. Based on the data from the diagnostic stage, it was promoted in partnership with the Municipal Department of Education and under the coordination of the Research and Teaching Nucleus of Portuguese as a Foreign Language/Second Language of the State University of Rio de Janeiro (NUPPLES/UERJ), an extension course on teaching Portuguese as a non-mother tongue language. The course followed the principles of an action research and, at the same time that it sought to meet the demands of teachers from the Public Network of Manaus who participated in the process at the same time they produced data that composed the discussion of the questions proposed for this thesis. The results point to the need to expand opportunities for teacher training in this field. Although it has been discursively identified the effort and concern of teachers to understand and meet the specific needs of this target audience, the pedagogical practice is still shy in this field. However, a positive impact on teaching practices can be seen from the course offered. Additionally, this thesis stimulated concrete gestures in the Municipal Education System of Manaus, such as the creation of an Interinstitutional Working Group to deal with the teaching of Portuguese language for and with the presence of foreigners in regular classes.