“Levanta, sacode a poeira e dá a volta por cima”: português como língua de acolhimento para imigrantes

• Ano de defesa: 2022
• Autor(a) principal: Vallc, Mara Lúcia Jabali
• Orientador(a): Cavenaghi-Lessa, Angela
• Tipo de documento: Dissertação
• 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 Linguística Aplicada e Estudos da Linguagem
• Departamento: Faculdade de Filosofia, Comunicação, Letras e Artes
• País: Brasil
• Palavras-chave em Português: Imigrantes; Educação de jovens e adultos; Língua portuguesa como língua de acolhimento; Interculturalidade
• Palavras-chave em Inglês: Immigrants; Youth and adult education; Portuguese language as a host language; Interculturality
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: https://repositorio.pucsp.br/jspui/handle/handle/25821

This research aims to understand the Portuguese language teaching-learning process and the intercultural overlaps experienced through classes given to a group of young and adult immigrants in the city of São Paulo. The theoretical foundation is guided by Vygotsky's Socio-Historical-Cultural Theory ([1931] 1997, [1930] 1999, [1930] 2007, [1934] 2001), as well as concepts of Portuguese as a host language based on Grosso (2010) and São Bernardo (2016); on language from the perspective of interculturality in Mendes (2011) and Candau (2011); and on Applied Linguistics designed by researchers such as Moita Lopes (2006), Fabrício (2006) and Pennycook (2006). Methodologically, this work is anchored in the Critical Collaboration Research (PCCol) (MAGALHÃES, 2004, 2011, 2012). The research has a qualitative approach (TRIVIÑOS, 1987) and it was carried out with 20 participants and a teacher from an Integrated Center for Youth and Adults, belonging to the Municipal Department of Education of São Paulo. Data collection was carried out through observation of classes and reflective conversations between researcher and teacher, a profile questionnaire of immigrant students and a semi-structured interview with the teacher, organized according to the analysis of thematic content, understood in this research as meanings identified to the teacher's pedagogical practice, interculturality and citizenship. Data analysis and interpretation indicate that host language teaching has not been studied in this context. Furthermore, interculturality emerges from themes that serve as a bridge for the discussion of intercultural aspects among the participants in the classes, during the teachinglearning interactions.