Ensino de Língua Portuguesa: inserção linguística de estrangeiros no ensino médio oficial brasileiro

• Ano de defesa: 2018
• Autor(a) principal: Salino, Emerson
• Orientador(a): Siqueira, João Hilton Sayeg de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Língua Portuguesa
• Departamento: Faculdade de Filosofia, Comunicação, Letras e Artes
• País: Brasil
• Palavras-chave em Português: Língua portuguesa - Estudo e ensino - Falantes estrangeiros; Imigrantes - Educação - Brasil; Linguagem e cultura
• Palavras-chave em Inglês: Portuguese language - Study and teaching - Foreign speakers; Immigrants - Education - Brazil; Language and culture
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS::LINGUA PORTUGUESA
• Link de acesso: https://tede2.pucsp.br/handle/handle/21405

This thesis aims to highlight the work of linguistic insertion of young immigrants in the official Brazilian high school, assisting them in the knowledge of the Portuguese language spoken and written in Brazil, in which we can highlight the work with three different ethnic groups: Bolivians, Koreans and Lebanese - people who leave their countries in search of better living conditions and come to live in Brazilian lands, especially in the city of São Paulo, and here they seek the learning of a new life, new customs, adapting to different cultures and , mainly learning a new language, which will be its main source of communication. The Saint Clair College, for its part, offers these young foreigners workshops that allow them to develop and improve their language learning process through classes that leave the traditional system, more playful and interactive, but do not fail to prepare these young people for the competitions, ENEM and vestibular, like any student who attends a regular school based on the National Curricular Parameters (PCNs), providing a learning that involves not only the ability to speak, but the production and interpretation of texts, respecting the phonological processes, construction cohesion and policy issues. The work is complemented by the humanist action, whose purpose is to insert the student into an egalitarian social group, strengthening the student-student and student-teacher relationship so that the results are effective