Convergências e especificidades na relação entre o ensino de português língua de acolhimento e línguas para fins específicos
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Data
2022-05-20
Autores
Fiorelli, Carolina Moya
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta tese apresenta os resultados da pesquisa que, sob a perspectiva da Linguística Aplicada Indisciplinar (MOITA LOPES, 2006) e Transgressiva (PENNYCOOK, 2006), buscou analisar os movimentos do ensino de Português Língua de Acolhimento (AMADO; 2013; SÃO BERNARDO, 2016; LOPEZ, 2016) e do Ensino de Línguas para Fins Específicos (HUTCHINSON; WATERS, 1987; JORDAN, 1997; VIAN JR, 2008), tendo como contexto de pesquisa o “Projeto Português Língua de Acolhimento (PLAc) para Venezuelanos”, oferecido pela Universidade Estadual Paulista, em parceria com a Prefeitura Municipal de Araraquara e uma instituição religiosa da mesma cidade. Os participantes da investigação foram seis professores voluntários, sendo três graduandos do curso de Letras e três pós-graduandas do Programa de Linguística e Língua Portuguesa da mesma universidade, além de três turmas de aprendizes de PLAc do referido curso. Trata-se de uma pesquisa qualitativa de base etnográfica e interpretativista, em que foram utilizados como instrumentos de geração e coleta de dados: diários reflexivos de professores, questionários e entrevistas aplicados aos mesmos, material didático produzido para o curso e questionários de levantamento de necessidades aplicados aos aprendizes do curso de PLAc. A análise bibliográfica indicou que as duas áreas estudadas aproximam-se ao focar nas necessidades e situações dos aprendizes; no contexto de imersão; na realização de cursos de curta/média duração; e na elaboração de aulas temáticas. Foi possível também observar questões que distanciam ELFE de PLAc, como o cenário de migração forçada, a condição de vulnerabilidade sócio-econômica-psicológica dos aprendizes e a questão de assistencialismo que o trabalho de professores e coordenadores de cursos de PLAc geralmente estão inseridos. As contribuições dos pontos de distanciamento enquadram-se no aspecto linguístico-social, o qual compreende práticas de acolhimento que vão além da sala de aula e preocupam-se com o bem estar e permanência dos imigrantes deslocados forçados no país de acolhida. Por meio de análises dos diários reflexivos, das entrevistas e dos questionários dos professores, além dos materiais elaborados por eles, verificou-se que a metodologia de planejamento de ELFE pode ser considerada como um ponto de aproximação, entre as referidas áreas, contribuindo para a área de PLAc em um aspecto técnico-linguístico.
This work presents the results of the research that, under the perspective of Interdisciplinary (MOITA LOPES, 2006) and Transgressive (PENNYCOOK, 2006) Applied Linguistics, sought to analyze the movements of teaching Portuguese Welcoming Language (AMADO; 2013; SÃO BERNARDO, 2016). ; LOPEZ, 2016) and Teaching Languages for Specific Purposes (TLSP) (HUTCHINSON; WATERS, 1987; JORDAN, 1997; VIAN JR, 2008), having as research context the “Project Portuguese as a Welcoming Language (PWL) for Venezuelans”, offered by the São Paulo State University, in partnership with the Municipality of Araraquara and a religious institution in the same city. The research participants were six volunteer teachers, three of them undergraduates from the Language and Literature course and three postgraduates from the Linguistics and Portuguese Language Program at the same university, in addition to three groups of PWL apprentices from that course. This is a qualitative research with an ethnographic and interpretive basis, in which the following instruments were used for generating and collecting data: reflective diaries from the teachers, questionnaires and interviews, material development and teaching material for the course and questionnaires for surveying needs applied to PWL learners. The bibliographic analysis indicated that the two areas studied are similar by focusing on the needs and situations of the learners; in the context of immersion; in the realization of short/medium duration courses; and in the elaboration of thematic classes. It was also possible to observe some matters that distance TLSP from PWL, such as the forced migration scenario, the socio-economic-psychological vulnerability condition of the apprentices and the assistentialism issue which teachers and coordinators from PWL courses usually are found. The contributions of the distancing points fall within the linguistic-social aspect, which comprises welcoming practices that go beyond the classroom and are concerned with the well-being and permanence of forced displaced immigrants in the host country. Through analysis of the reflective diaries, interviews and questionnaires of teachers, in addition to the materials prepared by them, it was found that the TLSP planning methodology can be considered as a point of approximation, between the aforementioned areas, contributing to the PWL area in a technical-linguistic aspect
This work presents the results of the research that, under the perspective of Interdisciplinary (MOITA LOPES, 2006) and Transgressive (PENNYCOOK, 2006) Applied Linguistics, sought to analyze the movements of teaching Portuguese Welcoming Language (AMADO; 2013; SÃO BERNARDO, 2016). ; LOPEZ, 2016) and Teaching Languages for Specific Purposes (TLSP) (HUTCHINSON; WATERS, 1987; JORDAN, 1997; VIAN JR, 2008), having as research context the “Project Portuguese as a Welcoming Language (PWL) for Venezuelans”, offered by the São Paulo State University, in partnership with the Municipality of Araraquara and a religious institution in the same city. The research participants were six volunteer teachers, three of them undergraduates from the Language and Literature course and three postgraduates from the Linguistics and Portuguese Language Program at the same university, in addition to three groups of PWL apprentices from that course. This is a qualitative research with an ethnographic and interpretive basis, in which the following instruments were used for generating and collecting data: reflective diaries from the teachers, questionnaires and interviews, material development and teaching material for the course and questionnaires for surveying needs applied to PWL learners. The bibliographic analysis indicated that the two areas studied are similar by focusing on the needs and situations of the learners; in the context of immersion; in the realization of short/medium duration courses; and in the elaboration of thematic classes. It was also possible to observe some matters that distance TLSP from PWL, such as the forced migration scenario, the socio-economic-psychological vulnerability condition of the apprentices and the assistentialism issue which teachers and coordinators from PWL courses usually are found. The contributions of the distancing points fall within the linguistic-social aspect, which comprises welcoming practices that go beyond the classroom and are concerned with the well-being and permanence of forced displaced immigrants in the host country. Through analysis of the reflective diaries, interviews and questionnaires of teachers, in addition to the materials prepared by them, it was found that the TLSP planning methodology can be considered as a point of approximation, between the aforementioned areas, contributing to the PWL area in a technical-linguistic aspect
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Palavras-chave
Português Língua de Acolhimento, Ensino de Línguas para Fins Específicos, Análise de Necessidades aprendizes, Portuguese Welcoming Language, Teaching Language for Specific Purposes, Apprentices needs analyses