Banca de DEFESA: Daniele Oliveira André Magalhães

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : Daniele Oliveira André Magalhães
DATE: 01/12/2023
TIME: 14:00
LOCAL: Plataforma Teams
TITLE:

CHARACTERISTICS OF THE FOREIGN LANGUAGE TEACHING AND LEARNING PROCESS IN A PORTUGUESE FOR FOREIGNERS (PLE) COURSE IN A MULTICULTURAL AND BILINGUAL BORDER CONTEXT

KEY WORDS:

Teaching PLE; bi-multilingual context; northern border in Roraima; Venezuelan migration; challenges for teachers.

PAGES: 161
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

In recent years, the state of Roraima, located in the far north of the country, has been featured on the national stage as the gateway for hundreds of thousands of Venezuelan immigrants, driven by a severe political and socioeconomic crisis affecting the neighboring country. Thus, the purpose of this study was to investigate how teaching and learning occur in a PLE course for Venezuelan immigrants in the city of Boa Vista, Roraima, within the context of multiculturalism and bilingualism, mapping teaching practices and recognizing the influence of the bilingual-multilingual context that presents itself in this educational environment. For this purpose, theoretical contributions were adopted from Chauí (2006), Rajagopalan (1998), and Hall (2004) regarding the notion of borders, identity, and language; Zoppi-Fontana (2009) on transnational borders; Hamers and Blanc (2000), Grosjean (2010), Mackey (2000), Wei (2006, 2013), Weinreich (1953), Megale (2005), and Romaine (1995, 2006) on concepts of multilingualism, bilingualism, and bilingual subjects; Grosso (2010) on Portuguese as a foreign language and Portuguese as a host language; Leffa (2001), Brown (2000), and Paiva (2014) on second language acquisition and challenges for teachers; Alarcão (2011) on reflective teachers; and Almeida Filho (1993, 2021) on language teaching from a communicative approach. The methodology of this research is based on a qualitative case study (Godoy, 1995), ethnographic research (Moreno Fernández, 1998), and bibliographic analysis (Gil, 2009). As data collection instruments, bibliographic and documentary analysis (Figueiredo, 2007) and interviews with two teachers actively engaged in teaching PLE in a public institution where Portuguese is taught to Venezuelan Spanish speakers were conducted. The interviews were analyzed using thematic analysis by Braun and Clarke (2006). The results of this research have revealed multiple aspects that underscore the importance of the communicative approach in the teaching-learning context. They also suggest that there are many challenges faced by teachers in teaching Venezuelan immigrants, such as a lack of specific training in PLE teaching. Despite the efforts made by the participants to promote an inclusive approach, socioeconomic factors affecting immigrants and a shortage of pedagogical resources are mentioned as complicating factors that can influence the acquisition of Portuguese as a second language in this bilingual and multicultural context. Additionally, the study emphasizes the understanding of linguistic competencies developed during learning and the recognition of the characteristics of multilingualism and bilingual identity in this context.

COMMITTEE MEMBERS:
Externa à Instituição - NATHÁLIA OLIVEIRA DA SILVA MENEZES - IFRR
Presidente - 1379322 - FIDEL ARMANDO CANAS CHAVEZ
Externa ao Programa - 3376579 - VERONICA VINECKY - nullInterna - 3941359 - YAMILKA RABASA FERNANDEZ