Ensino de Português em escola pública brasileira em região de fronteira: realidades e desafios

Abstract

This thesis deals with the teaching of Portuguese in a Brazilian public school in border region: realities and challenges. It aims to investigate the forms of plurality characteristic of the Alto Solimões region in public policies regarding the teaching of the Portuguese language. For this, the specific objectives are: to analyze the official documents focused on the teaching of Portuguese Language in the State of Amazonas and, especially, in Tabatinga, located in the Triple Amazonian Border (Brazil-Colombia-Peru); to examine the Curriculum of the Portuguese Language Teachers Formation Courses, looking for elements of the regional plurality. The theoretical foundation is made in official documents of Brazilian education and in publications related to the following themes: Language Policies – Hamel (1993) and Calvet (2007); Glotopolitics – Arnoux (2000), Lagares (2018); Speakers' Relationship with Monolingual Languages – Monteagudo (2012); with Bilingualism – Marcellin (2009); with Multilingualism – Bassani (2015), Lagares (2018); with Translinguism - Cavalcanti (2013) and Ferrari (2016) among others. This research was based on a qualitative approach with a descriptive and analytical focus, because it deals with subjective language data, describes and analyzes the documents (corpus of analysis), with the technical procedures of bibliographic research: printed and telematized. Records collection and data analysis were based on official documents from the three spheres: federal, state and municipal. At first glance, it was noticed that all the analyzed documents point to the need to implement language policies that are in harmony with the analyzed context. As a result, it was found that the institutions and documents complement each other, emphasizing: the valuation of the broad plurality and linguistic varieties of the language itself; the respect for the context. In addition, they defend the teaching of Portuguese as a mother tongue. Therefore, it is necessary to implement and invest in research for citizen education, so that it is plural, inclusive and accessible, and that the teaching of Portuguese for Speakers of Other Languages is considered.