Portuguese as a Welcoming Language for forcibly displaced immigrants in Brazil: some principles for the teaching in light of Interculturality

• Autor(a) principal: Lopez, Ana Paula de Araujo
• Data de Publicação: 2018
• Tipo de documento: Artigo
• Idioma: eng
• Título da fonte: Revista Brasileira de Lingüística Aplicada (Online)
• Texto Completo: http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/12048
• topic: Indisciplinary Applied Language; Portuguese as a Welcoming Language; Forced Displaced Immigrants; Territorializations; Interculturality.

This paper revisits some results obtained from a masters' research whose objective was to suggest principles to serve as a subsidy for the teaching of Portuguese as a Welcoming Language (AMADO, 2013, 2016; XXX, 2016; XXX, 2016, XXX & XXX, 2017, in press; SÃO BERNARDO, 2016, SOUSA, 2015; SENE, 2017, among others) – PLAc – for forced displaced immigrants in Brazil. Supported by the Indisciplinary Applied Linguistics (MOITA LOPES, 2006), this paper analyzes the discourse of some PLAc coordinators, teachers, and students, highlighting their perspectives on the process of teaching / learning Portuguese in such context. The analyzes pointed to a tendency of the professionals of this specialty to “totalize” (MAHER, 2007) the forced displaced persons by representing them mainly by their (supposed) losses and absences, thus collaborating for the construction of an image of helplessness (AYDOS , 2010) of these immigrants. At the same time, a large part of the immigrants participating in the research associated their learning of Portuguese to a necessity or a self-defense tool, which may be indicative of their precarious territorialization (BIZON, 2013) in the country. In view of this, we suggest the teaching of PLAc to be conducted in agreement with some principles of the Interculturality (MAHER, 2007), and established upon two main dimensions of action: the political empowerment of forced displaced immigrants and the surrounding education.