The Challenges on Welcoming and Teaching Portuguese to Immigrant and Refugee Students in Basic Education

Detalhes bibliográficos
Autor(a) principal: Balzan, Carina Fior Postingher
Data de Publicação: 2023
Outros Autores: Dias Souza, Monique, Sonaglio Pedrassani, Júlia, Rocha Vieira, Leandro, Islabão dos Santos , Aléxia
Tipo de documento: Artigo
Idioma: por
Título da fonte: Gragoatá
Texto Completo: https://periodicos.uff.br/gragoata/article/view/53123
Resumo: Forced migration has occasioned a higher number of displaced students in the Brazilian scholar system. The main purpose of this paper is to approach, through the teacher’s perspective, the challenges faced when welcoming and teaching immigrants and refugees students who are registered in basic education in two towns in Serra Gaúcha, Rio Grande do Sul. This research, based on quantitative and qualitative methodology, discusses the teaching of Portuguese as a Welcoming Language and teacher’s training in a plurilingual outlook (CURSINO, 2020; LOPEZ, 2020). The data analysis is achieved by Content Analysis (BARDIN, 2011). The results indicate the necessity of teacher’s training focused on teaching Portuguese to immigrants and refugees while the teachers are still in graduation courses and the accomplishment of public policies to welcome these students. By the end of the paper, some actions are suggested in order to promote the learning and integration of these subjects in Brazilian society.
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spelling The Challenges on Welcoming and Teaching Portuguese to Immigrant and Refugee Students in Basic EducationOs desafios no acolhimento e no ensino de língua portuguesa para estudantes imigrantes e refugiados na Educação BásicaBasic Education. immigrants and refugees. Portuguese as Welcoming Language.Educação Básica. Imigrantes e refugiados. Português como Língua de Acolhimento.Forced migration has occasioned a higher number of displaced students in the Brazilian scholar system. The main purpose of this paper is to approach, through the teacher’s perspective, the challenges faced when welcoming and teaching immigrants and refugees students who are registered in basic education in two towns in Serra Gaúcha, Rio Grande do Sul. This research, based on quantitative and qualitative methodology, discusses the teaching of Portuguese as a Welcoming Language and teacher’s training in a plurilingual outlook (CURSINO, 2020; LOPEZ, 2020). The data analysis is achieved by Content Analysis (BARDIN, 2011). The results indicate the necessity of teacher’s training focused on teaching Portuguese to immigrants and refugees while the teachers are still in graduation courses and the accomplishment of public policies to welcome these students. By the end of the paper, some actions are suggested in order to promote the learning and integration of these subjects in Brazilian society.As migrações forçadas têm ocasionado a presença cada vez maior de estudantes deslocados forçados no sistema de ensino brasileiro. O objetivo deste artigo é abordar os desafios enfrentados no acolhimento e no ensino de alunos imigrantes e refugiados matriculados na Educação Básica, a partir da perspectiva docente, em dois municípios da região da Serra do Rio Grande do Sul. A pesquisa, de caráter quantitativo e qualitativo, discute o ensino de Português como Língua de Acolhimento e a formação de professores em uma perspectiva plurilíngue (CURSINO, 2020; LOPEZ, 2020). A análise dos dados é realizada por meio da Análise de Conteúdo (BARDIN, 2011). Os resultados evidenciam a necessidade de formação docente para o ensino de língua portuguesa para imigrantes e refugiados ainda nos cursos de licenciatura e a concretização de políticas públicas para o acolhimento desse público. Ao final do artigo, sugerem-se algumas ações a fim de promover a aprendizagem e a integração desses estudantes à sociedade brasileira. Universidade Federal Fluminense2023-01-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uff.br/gragoata/article/view/5312310.22409/gragoata.v28i60.53123Gragoatá; Vol. 28 No. 60 (2023): Repensando direitos e desigualdades nos estudos de linguagem; e-53123Gragoatá; v. 28 n. 60 (2023): Repensando direitos e desigualdades nos estudos de linguagem; e-531232358-41141413-907310.22409/gragoata.v28i60reponame:Gragoatáinstname:Universidade Federal Fluminense (UFF)instacron:UFFporhttps://periodicos.uff.br/gragoata/article/view/53123/33902Copyright (c) 2023 Gragoatáhttps://creativecommons.org/licenses/by/4.0/deed.ptinfo:eu-repo/semantics/openAccessBalzan, Carina Fior PostingherDias Souza, Monique Sonaglio Pedrassani, JúliaRocha Vieira, Leandro Islabão dos Santos , Aléxia 2023-04-12T20:46:14Zoai:ojs.pkp.sfu.ca:article/53123Revistahttps://periodicos.uff.br/gragoataPUBhttps://periodicos.uff.br/gragoata/oai||revistagragoata@gmail.com2358-41141413-9073opendoar:2023-04-12T20:46:14Gragoatá - Universidade Federal Fluminense (UFF)false
dc.title.none.fl_str_mv The Challenges on Welcoming and Teaching Portuguese to Immigrant and Refugee Students in Basic Education
Os desafios no acolhimento e no ensino de língua portuguesa para estudantes imigrantes e refugiados na Educação Básica
title The Challenges on Welcoming and Teaching Portuguese to Immigrant and Refugee Students in Basic Education
spellingShingle The Challenges on Welcoming and Teaching Portuguese to Immigrant and Refugee Students in Basic Education
Balzan, Carina Fior Postingher
Basic Education. immigrants and refugees. Portuguese as Welcoming Language.
Educação Básica. Imigrantes e refugiados. Português como Língua de Acolhimento.
title_short The Challenges on Welcoming and Teaching Portuguese to Immigrant and Refugee Students in Basic Education
title_full The Challenges on Welcoming and Teaching Portuguese to Immigrant and Refugee Students in Basic Education
title_fullStr The Challenges on Welcoming and Teaching Portuguese to Immigrant and Refugee Students in Basic Education
title_full_unstemmed The Challenges on Welcoming and Teaching Portuguese to Immigrant and Refugee Students in Basic Education
title_sort The Challenges on Welcoming and Teaching Portuguese to Immigrant and Refugee Students in Basic Education
author Balzan, Carina Fior Postingher
author_facet Balzan, Carina Fior Postingher
Dias Souza, Monique
Sonaglio Pedrassani, Júlia
Rocha Vieira, Leandro
Islabão dos Santos , Aléxia
author_role author
author2 Dias Souza, Monique
Sonaglio Pedrassani, Júlia
Rocha Vieira, Leandro
Islabão dos Santos , Aléxia
author2_role author
author
author
author
dc.contributor.author.fl_str_mv Balzan, Carina Fior Postingher
Dias Souza, Monique
Sonaglio Pedrassani, Júlia
Rocha Vieira, Leandro
Islabão dos Santos , Aléxia
dc.subject.por.fl_str_mv Basic Education. immigrants and refugees. Portuguese as Welcoming Language.
Educação Básica. Imigrantes e refugiados. Português como Língua de Acolhimento.
topic Basic Education. immigrants and refugees. Portuguese as Welcoming Language.
Educação Básica. Imigrantes e refugiados. Português como Língua de Acolhimento.
description Forced migration has occasioned a higher number of displaced students in the Brazilian scholar system. The main purpose of this paper is to approach, through the teacher’s perspective, the challenges faced when welcoming and teaching immigrants and refugees students who are registered in basic education in two towns in Serra Gaúcha, Rio Grande do Sul. This research, based on quantitative and qualitative methodology, discusses the teaching of Portuguese as a Welcoming Language and teacher’s training in a plurilingual outlook (CURSINO, 2020; LOPEZ, 2020). The data analysis is achieved by Content Analysis (BARDIN, 2011). The results indicate the necessity of teacher’s training focused on teaching Portuguese to immigrants and refugees while the teachers are still in graduation courses and the accomplishment of public policies to welcome these students. By the end of the paper, some actions are suggested in order to promote the learning and integration of these subjects in Brazilian society.
publishDate 2023
dc.date.none.fl_str_mv 2023-01-12
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.fl_str_mv https://periodicos.uff.br/gragoata/article/view/53123
10.22409/gragoata.v28i60.53123
url https://periodicos.uff.br/gragoata/article/view/53123
identifier_str_mv 10.22409/gragoata.v28i60.53123
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.uff.br/gragoata/article/view/53123/33902
dc.rights.driver.fl_str_mv Copyright (c) 2023 Gragoatá
https://creativecommons.org/licenses/by/4.0/deed.pt
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Gragoatá
https://creativecommons.org/licenses/by/4.0/deed.pt
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal Fluminense
publisher.none.fl_str_mv Universidade Federal Fluminense
dc.source.none.fl_str_mv Gragoatá; Vol. 28 No. 60 (2023): Repensando direitos e desigualdades nos estudos de linguagem; e-53123
Gragoatá; v. 28 n. 60 (2023): Repensando direitos e desigualdades nos estudos de linguagem; e-53123
2358-4114
1413-9073
10.22409/gragoata.v28i60
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