O ensino de Português para falantes de outras línguas na rede pública de Manaus: implicações linguísticas sobre a formação de professores de Língua Portuguesa do Ensino Fundamental II

Abstract

The migratory flow in the city of Manaus impacted the reality of the Amazonian school and linguistic community. Given this scenario, this research is intended to discuss the language policies in force in the state of Amazonas and identify in the official documents of elementary education and the curriculum of the Literature - Portuguese Language and Literature degree at the Federal University of Amazonas (UFAM) and the State University of Amazonas (UEA) linguistic implications surrounding the training of Portuguese language teachers to support training in teaching Portuguese speakers of other languages ​​based on the reflective teaching model. Furthermore, it proposed the analysis of data collected from the District Education Coordination 06 of the Department of Education of the State of Amazonas (SEDUC-AM) on the profile of Portuguese Language teachers in elementary school who work with immigrant students, considering the challenge that is to deal with the encounter of diverse cultures and linguistic identities in the classroom and assist in the integration of these students, to evaluate their beliefs about teaching Portuguese for Speakers of Other Languages ​​(PSOL). We used as a theoretical framework the studies of ALMEIDA FILHO (1992–2015), FURTOSO (2001,2011), FREITAS (1992), GERALDI (2015), OLIVEIRA (2011), RAJAGOPALAN (2003), and CALVET (2007), among other authors. As a methodological procedure, we endorse research using a quantitative-qualitative approach with a descriptive-analytical bias and documentary and telematics analysis. In this way, the results achieved aim to boost the initial or continued training of Portuguese language teachers in the region in Teaching Portuguese to speakers of Other Languages.