Alfabetização de crianças estrangeiras no Ensino Fundamental durante a pandemia da Covid-19

• Autor(a) principal: Plácido, Aline Florêncio
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/234872
• topic: Literacy for foreigners; Portuguese as a foreign language; Communicatives kills; Alfabetização; Alfabetização de estrangeiros; Língua portuguesa-Estrangeirismos; Interacionismo Sócio-Discursivo (ISD); Competências comunicativas; Português como língua estrangeira (PLE); Língua portuguesa - Estrangeirismos; Educação

This work arose from the process of school inclusion of foreign students in the public school system and is part of the area of Applied Linguistics and Human Rights, supported by a quantitative-qualitative approach, with the purpose of monitoring and analyzing the literacy process. in Portuguese as a foreign language during the pandemic period, for better reception of children and social interaction. The guiding question of the research was: How is the teaching of literacy to foreign children enrolled in public schools in Bauru organized in this period of the new coronavirus pandemic, whose locus of L2 (secondary language) learning is in the L1 (primary language)-speaking family? And what is the impact of this teaching organization on the appropriation of the second language? In this way, the general objective of the research is to analyze how the teaching of literacy and literacy practices of foreign children are being carried out, and to investigate the impacts on this teaching in relation to its historical conditions of realization. Therefore, the steps of the work are: 1) Bibliographic research of theoretical contributions on literacy and literacy, teaching Portuguese to foreign students, the COVID-19 pandemic, among others; 2) Quantitative survey of the number of foreign students enrolled in the initial years of public education in the city of Bauru and in which schools in this municipality. 3) Elaboration of the questionnaires; 4) Application of questionnaires and for the collection of oral reports; 5) Analysis and interpretation of results; 6) Preparation of the scientific report for submission. As a result, we prove that: a) no school unit has actions in the Pedagogical Political Project aimed at welcoming immigrant students; b) teachers do not have specific training for welcoming foreign children in regular classrooms; c) that the teaching carried out during the pandemic did not take into account the specificities for the integration of the immigrant child; d) that the teaching conditions did not present the necessary subsidies for the understanding and assimilation of learning the new language. This shows the lack of investment in public policies at the municipal level to serve foreign students in the educational context.