Representações sobre ser plurilíngue em escolas monolíngues de fronteira
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | http://tede.unioeste.br/handle/tede/5442 |
Resumo: | Postmodern relations have produced studies and reflections on the themes “plurilinguism”, “hybridism”, “identity” “culture”, among others, and, when it comes to borders, they become even more pertinent. Past events such as the “War of the Triple Alliance” and other political decisions contributed to the construction of relations between Brazil, Paraguay and Argentina. Thus, in the frontier discourses it is possible to find essentialisms (that is, the search for homogeneity), represented by stereotypes and perpetuated through narratives that seek to determine identities. The interaction through the speeches takes place mainly in the classroom, where the time spent together is longer and restricted to the same environment, therefore, paying attention to what is being said there is of fundamental importance. With the percep tion of the predominance of monolingual thinking in border classrooms, discussions that deal with representations of being multilingual in this context become relevant and latent. Approaching these aspects and using qualitative / interpretive research as a methodology combined with ethnography, the general objective of this research is to verify how identity representations about being plurilingual in monolingual frontier school environments are constructed. In addition, by also making a survey of the researches carried out on the linguistic plurality of the West of Paraná, mainly on the Brazil/Paraguay/Argentina border, focusing on the school context, and identifying, in the discursive practices of elementary and high school teachers in Foz do Iguaçu, as identity representations about being a multilingual student are constructed in the monolingual context of the classroom, we will bring discussions inside and outside the school, making perceptions about the other more fluid, allowing the construction of new knowledge and discourses. |
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Santos, Maria Elena Pireshttp://lattes.cnpq.br/9605825897881271André, Tamara Cardosohttp://lattes.cnpq.br/9519719491233229Martins, Maridelma Laperutahttp://lattes.cnpq.br/6009498366480094Silva, Ivani Rodrigueshttp://lattes.cnpq.br/3657916627098821http://lattes.cnpq.br/3034845931637547Juliani, Elaine Manoel2021-06-30T12:36:59Z2021-03-17Juliani, Elaine Manoel. Representações sobre ser plurilíngue em escolas monolíngues de fronteira. 2021. 113 f. Dissertação (Programa de Pós-Graduação em Sociedade, Cultura e Fronteiras) - Universidade Estadual do Oeste do Paraná, Foz do Iguaçu, 2021 .http://tede.unioeste.br/handle/tede/5442Postmodern relations have produced studies and reflections on the themes “plurilinguism”, “hybridism”, “identity” “culture”, among others, and, when it comes to borders, they become even more pertinent. Past events such as the “War of the Triple Alliance” and other political decisions contributed to the construction of relations between Brazil, Paraguay and Argentina. Thus, in the frontier discourses it is possible to find essentialisms (that is, the search for homogeneity), represented by stereotypes and perpetuated through narratives that seek to determine identities. The interaction through the speeches takes place mainly in the classroom, where the time spent together is longer and restricted to the same environment, therefore, paying attention to what is being said there is of fundamental importance. With the percep tion of the predominance of monolingual thinking in border classrooms, discussions that deal with representations of being multilingual in this context become relevant and latent. Approaching these aspects and using qualitative / interpretive research as a methodology combined with ethnography, the general objective of this research is to verify how identity representations about being plurilingual in monolingual frontier school environments are constructed. In addition, by also making a survey of the researches carried out on the linguistic plurality of the West of Paraná, mainly on the Brazil/Paraguay/Argentina border, focusing on the school context, and identifying, in the discursive practices of elementary and high school teachers in Foz do Iguaçu, as identity representations about being a multilingual student are constructed in the monolingual context of the classroom, we will bring discussions inside and outside the school, making perceptions about the other more fluid, allowing the construction of new knowledge and discourses.Las relaciones posmodernas han producido estudios y reflexiones sobre los temas “plurilingüismo”, “hibridismo”, “identidad”, “cultura”, entre otros, y, en lo que se refiere a las fronteras, se vuelven aún más pertinentes. Eventos pasados como la “Guerra de la Triple Alianza” y otras decisiones políticas contribuyeron a la construcción de relaciones entre Brasil, Paraguay y Argentina. Así, en los discursos de frontera es posible encontrar esencialismos (es decir, la búsqueda de la homogeneidad), representados por estereotipos y perpetuados a través de narrativas que buscan determinar identidades. La interacción a través de los discursos se da principalmente en el aula, donde el tiempo de convivencia es más largo y restringido al mismo ambiente, por lo que prestar atención a lo que allí se está diciendo es de fundamental impor tancia. Con la percepción del predominio del lenguaje monilingüe en las aulas fronterizas, las discusiones que abordan las representaciones sobre ser plurilingüe en este contexto, se vuelven relevantes y latentes. Abordando estos aspectos y utilizando la investigación cualitativa / interpretativa como metodología combinada con la etnogra fía, el objetivo general de esta investigación es verificar cómo se construyen las representaciones identitarias sobre ser plurilingüe en entornos escolares de frontera monolingüe. Además, al relevar también la investigación realizada sobre la pluralidad lingüística del occidente de Paraná, principalmente de la frontera Brasil / Paraguay / Argentina, enfocándose en el contexto escolar, e identificando, en las prácticas discursivas de los docentes de primaria y secundaria de Foz do Iguaçu, a medida que las representaciones identitarias sobre ser un estudiante multilingüe se construyan en el contexto monolingüe del aula, llevaremos discusiones dentro y fuera de la escuela, haciendo más fluidas las percepciones sobre el otro, permitiendo la construcción de nuevos conocimientos y discursos.As relações pós-modernas têm produzido estudos e reflexões sobre os temas “plurilinguismo”, “hibridismo”, “identidade” “cultura”, dentre outros, e, em se tratando de fronteira, tornam-se ainda mais pertinentes. Eventos do passado como a “Guerra da Tríplice Aliança” e demais decisões políticas contribuíram para a construção das relações entre Brasil, Paraguai e Argentina. Sendo assim, nos discursos de fronteira é possível encontrarmos essencialismos (ou seja, a busca pela homonegeneidade), representados por estereótipos e perpetuados através de narrativas que procuram determinar as identidades. A interação através dos discursos se dá principalmente na sala de aula, onde o tempo de convivência é maior e restrito a um mesmo ambiente, portanto, prestar atenção ao que ali está sendo dito é de fundamental importância. Com a percepção da predominância do pensamento monilíngue nas salas de aula fronteiriças, as discussões que tratam das representações sobre ser plurilíngue nesse contexto, tornam-se relevantes e latentes. Abordando esses aspectos e tendo como metodologia a pesquisa qualitativa/interpretativista aliada à etnografia, o objetivo geral dessa pesquisa é verificar como são construídas as representações identi tárias sobre ser plurilíngue em ambientes escolares monolíngues de fronteira. Além disso, ao também fazermos um levantamento das pesquisas realizadas sobre a pluralidade linguística do Oeste do Paraná, principalmente da fronteira Brasil/Paraguai/Argentina, focalizando o contexto escolar, e identificarmos, nas práticas discursivas de professores de ensino fundamental e médio de Foz do Iguaçu, como são construídas as representações identitárias sobre ser aluno plurilíngue no contexto monolíngue da sala de aula, traremos discussões para dentro e fora da escola, tornando as percepções sobre o outro mais fluidas, permitindo a construção de no vos saberes e discursosSubmitted by Katia Abreu (katia.abreu@unioeste.br) on 2021-06-30T12:36:59Z No. of bitstreams: 2 Elaine_Manoel_Juliani_2021.pdf: 1218058 bytes, checksum: 85febd1c7c24f4a21bc272ee5811433b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2021-06-30T12:36:59Z (GMT). No. of bitstreams: 2 Elaine_Manoel_Juliani_2021.pdf: 1218058 bytes, checksum: 85febd1c7c24f4a21bc272ee5811433b (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2021-03-17application/pdfpor8774263440366006536500Universidade Estadual do Oeste do ParanáFoz do IguaçuPrograma de Pós-Graduação em Sociedade, Cultura e FronteirasUNIOESTEBrasilCentro de Educação Letras e Saúdehttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessPlurilinguismoEscolaFronteiraPlurilingualismSchoolFrontierPlurilingüismoEscuelaFronteraEDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAORepresentações sobre ser plurilíngue em escolas monolíngues de fronteiraRepresentation about being multilingual in single-lingual border schoolsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis559562921732576994460060060031802519588770671707111103360288578993reponame:Biblioteca Digital de Teses e Dissertações do UNIOESTEinstname:Universidade Estadual do Oeste do Paraná (UNIOESTE)instacron:UNIOESTEORIGINALElaine_Manoel_Juliani_2021.pdfElaine_Manoel_Juliani_2021.pdfapplication/pdf1218058http://tede.unioeste.br:8080/tede/bitstream/tede/5442/5/Elaine_Manoel_Juliani_2021.pdf85febd1c7c24f4a21bc272ee5811433bMD55CC-LICENSElicense_urllicense_urltext/plain; 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dc.title.por.fl_str_mv |
Representações sobre ser plurilíngue em escolas monolíngues de fronteira |
dc.title.alternative.eng.fl_str_mv |
Representation about being multilingual in single-lingual border schools |
title |
Representações sobre ser plurilíngue em escolas monolíngues de fronteira |
spellingShingle |
Representações sobre ser plurilíngue em escolas monolíngues de fronteira Juliani, Elaine Manoel Plurilinguismo Escola Fronteira Plurilingualism School Frontier Plurilingüismo Escuela Frontera EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
Representações sobre ser plurilíngue em escolas monolíngues de fronteira |
title_full |
Representações sobre ser plurilíngue em escolas monolíngues de fronteira |
title_fullStr |
Representações sobre ser plurilíngue em escolas monolíngues de fronteira |
title_full_unstemmed |
Representações sobre ser plurilíngue em escolas monolíngues de fronteira |
title_sort |
Representações sobre ser plurilíngue em escolas monolíngues de fronteira |
author |
Juliani, Elaine Manoel |
author_facet |
Juliani, Elaine Manoel |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Santos, Maria Elena Pires |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9605825897881271 |
dc.contributor.referee1.fl_str_mv |
André, Tamara Cardoso |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/9519719491233229 |
dc.contributor.referee2.fl_str_mv |
Martins, Maridelma Laperuta |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/6009498366480094 |
dc.contributor.referee3.fl_str_mv |
Silva, Ivani Rodrigues |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/3657916627098821 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3034845931637547 |
dc.contributor.author.fl_str_mv |
Juliani, Elaine Manoel |
contributor_str_mv |
Santos, Maria Elena Pires André, Tamara Cardoso Martins, Maridelma Laperuta Silva, Ivani Rodrigues |
dc.subject.por.fl_str_mv |
Plurilinguismo Escola Fronteira |
topic |
Plurilinguismo Escola Fronteira Plurilingualism School Frontier Plurilingüismo Escuela Frontera EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Plurilingualism School Frontier |
dc.subject.spa.fl_str_mv |
Plurilingüismo Escuela Frontera |
dc.subject.cnpq.fl_str_mv |
EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
Postmodern relations have produced studies and reflections on the themes “plurilinguism”, “hybridism”, “identity” “culture”, among others, and, when it comes to borders, they become even more pertinent. Past events such as the “War of the Triple Alliance” and other political decisions contributed to the construction of relations between Brazil, Paraguay and Argentina. Thus, in the frontier discourses it is possible to find essentialisms (that is, the search for homogeneity), represented by stereotypes and perpetuated through narratives that seek to determine identities. The interaction through the speeches takes place mainly in the classroom, where the time spent together is longer and restricted to the same environment, therefore, paying attention to what is being said there is of fundamental importance. With the percep tion of the predominance of monolingual thinking in border classrooms, discussions that deal with representations of being multilingual in this context become relevant and latent. Approaching these aspects and using qualitative / interpretive research as a methodology combined with ethnography, the general objective of this research is to verify how identity representations about being plurilingual in monolingual frontier school environments are constructed. In addition, by also making a survey of the researches carried out on the linguistic plurality of the West of Paraná, mainly on the Brazil/Paraguay/Argentina border, focusing on the school context, and identifying, in the discursive practices of elementary and high school teachers in Foz do Iguaçu, as identity representations about being a multilingual student are constructed in the monolingual context of the classroom, we will bring discussions inside and outside the school, making perceptions about the other more fluid, allowing the construction of new knowledge and discourses. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-06-30T12:36:59Z |
dc.date.issued.fl_str_mv |
2021-03-17 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
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dc.identifier.citation.fl_str_mv |
Juliani, Elaine Manoel. Representações sobre ser plurilíngue em escolas monolíngues de fronteira. 2021. 113 f. Dissertação (Programa de Pós-Graduação em Sociedade, Cultura e Fronteiras) - Universidade Estadual do Oeste do Paraná, Foz do Iguaçu, 2021 . |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/5442 |
identifier_str_mv |
Juliani, Elaine Manoel. Representações sobre ser plurilíngue em escolas monolíngues de fronteira. 2021. 113 f. Dissertação (Programa de Pós-Graduação em Sociedade, Cultura e Fronteiras) - Universidade Estadual do Oeste do Paraná, Foz do Iguaçu, 2021 . |
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por |
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600 600 600 |
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Universidade Estadual do Oeste do Paraná Foz do Iguaçu |
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