A área de política linguística nas licenciaturas em Letras no Brasil

• Ano de defesa: 2017
• Autor(a) principal: Afonso, Lília dos Anjos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Linguística; Programa de Pós-Graduação em Linguística; UFPB
• Palavras-chave em Português: Políticas linguísticas; Formação de professores; Ensino de línguas; Language policies; Teacher training; Language teaching; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/19016

The research on Language Policy area graduation courses Languages in Brazil is still incipient, this work intends to contribute to fill this gap. From this perspective, we aim to analyze the field of the Language Policy area in the Brazilian Language Courses (graduation degree), discussing the contributions of this area in the process of language teacher training. As a theoretical reference, regarding the history of the field of Language Policy, we consider the contribution of Haugen (1959), Cooper (1989), Baldauf Jr. (2012) and Ribeiro da Silva (2013). For the conceptions of Language Politics, additionally to works from Haugen (1959) and Cooper (1989), we use the theoretical arguments of Shiffman (1996), Spolsky (2004, 2009, 2012) and Shohamy (2006). Considering the theory related to teachers’ as an agent of Language Policy, we based on Ricento and Hornberger (1996), Hornberger and Evans (2005), Ricento (2006), Shohamy (2006), Hornberger and Johnson (2007), Throop (2007), Correa (2009, 2010, 2014), Menken and Garcia (2010), Johnson (2013), and Arias and Wiley (2013), Jonhson and Jonhson (2014), Fraga, Rajagopalan (2014). This research fits within an interpretative paradigm aligned to the perspective of the work accomplished through documentary analysis, so that we establish as object of research the Political and Educational Projects (PPP) from graduation language courses of Higher Education Institutions of Brazil (HEI). Using these conceptions, we try to analyze the characterization of the curricular components, the syllabuses and the profiles of the graduates from selected projects, in order to observe the presence of the language policy as a curricular component and as content. This observation revealed that the themes related to the theoretical contribution of the Language Policy are important aspects to be discussed, which in turn potentiate the teacher training as a decisive agent in the creation, interpretation, appropriation and implementation of such policies, being this teacher inserted in contexts of dominant languages, peripheral or even in a bilingual perspective. The syllabuses of the institutions and courses, therefore, are concerned that the formative process has a base that contemplates and involves the foundations of Language Policies. On the other hand, in the profiles from the graduates, it was possible to observe four characterizing aspects, namely: (1) Profiles that make explicit reference to the political dimension of the language; (2) Profiles that refer to the question of linguistic diversity; (3) Profiles that relate to themes of the Language Policy area; (4) Profiles that explicitly highlight the role of teachers in the context of their practice. Therefore, considering these four characteristics, we have the purpose of training professionals aware of the political dimension of language is a necessary competence in their formation. In this sense, the teacher can develop his/her agency on the choices about a linguistic policy as well as on the choice of a linguistic variety. Through the analysis, we could verify the importance of a teacher training process that includes Language Policies, due the fact that the teacher is the epicenter of the decision-making actions on the policies implemented.