Português como língua de acolhimento: uma proposta de ensino-aprendizagem

Abstract

Nowadays, the teaching of Portuguese as a Foreign Language (PFL) is in full debate, due to the changes that are necessary on account of the new demand of migrants that, for humanitarian reasons, have entered the country in recent years.These people often arrive in situations of vulnerability and need to learn the language urgently in order to promote coexistence at work and in the community. In this scenario, it‟s possible to notice that the country is not prepared to welcome this population and enable the learning of the Portuguese language, which would be the first welcoming action. Aware of this reality, the present research targets this theme. Teaching Portuguese as a Host Language (PHL), delimiting, more specifically, The process of teaching Portuguese language to Haitian migrants in the city of Toledo / PR. In this perspective, we propose to answer the following questions: a) What learning needs move Haitian migrants when they seek to learn the Portuguese language? b) Is it possible to elaborate a PHL teaching procedure, considering the learning needs of Haitian migrants, considering their relationship with Paulo Freire's adult literacy proposal? c) What findings can come from teaching PHL in the critical pedagogy perspective? In order to seek answers to these questions, we propose to, as a general objective, reflect on the possibilities of teaching PHL for Haitian migrants, taking into account their real learning needs and contemplating those needs in a teaching procedure elaborated from generating themes. Methodologically, this is a qualitative interpretive research (TRIVIÑOS, 1987; BORTONI-RICARDO, 2008), with an ethnographic basis (ERICKSON, 1989, 2001), anchored by action research (LEWIN, 1978; THIOLLENT, 2009). The subjects involved were 12 adult haitians who participated in a proposal for teaching PHL, offered in 2017. In this sense, this research was supported by works in Applied Linguistics (RAJAGOPALAN, 2003, PENNYCOOK, 2006; MOITA LOPES 2006); in reflections on language policies and education in the country (OLIVEIRA, 2003; CALVET, 2007; RAJAGOPALAN, 2013; CAVALCANTI, 2013), in its relationship with the linguistic policies for teaching Portuguese as a Foreign Language (DINIZ and NEVES, 2018; YIP and GARCIA, 2017) and Portuguese as a Host Language (ANÇÃ, 2005, 2008, 2018; GROSSO, 2007, 2008; OLIVEIRA, 2010); and, in Paulo Freire's Critical Pedagogy (FREIRE, 1987 [1970], 2003 [1992]). From the analysis of the data collected on the interviews (individual and with a focus group), it was possible to select the generating themes, which emerged as a result of the needs of using the language for work and living in society. With the PHL classes, it was possible to draw the following conclusions: a) the PHL classes need to consider the cultural multiplicity that can enrich the interactions between those involved in the learning process; b) the content to be worked on must emerge from the migrant‟s needs; c) the main focus should be on orality, since the migrants' main interest is to use the oral language for interactions at work and in society; d) as teachers of Portuguese in regular education, we are not prepared to work with PHL; e) finally, Brazil needs to invest in language policies that favor the reception of migrants and the teaching of Portuguese to them.