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Alfabetização e letramento em contexto bilingue, frente a diversidade linguístico-cultural : um estudo de caso etnográfico
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Resumo(s)
O presente trabalho teve como meta o estudo sobre o início do processo de
alfabetização em uma comunidade escolar bilíngue em contexto de imigração alemã, em
Blumenau, cidade situada na região sul do Brasil. Foi observada, durante o estudo de campo
nessa escola, a complexidade linguística vivenciada pelas crianças de uma turma em início de
processo de alfabetização e sua professora alfabetizadora monolingue. A permanência da
investigadora na escola durante quatro semanas no início do ano lectivo de 2015, permitiu o
desenvolvimento de uma pesquisa de abordagem etnográfica. As crianças do estudo em
questão eram em sua maioria bilingues do alemão e português ou monolingue do alemão
(aluno monolingue), sendo a professora alfabetizadora monolíngue do português.
Foram observadas e registadas em notas de campo e fotografias, as interações entre
professoras e os alunos bilíngues, bem como os contextos onde ocorriam. Como complemento
da recolha de dados, foi realizada uma entrevista com a professora alfabetizadora, com a
professora de alemão, com a professora de cultura alemã e, finalmente, com a diretora da
escola. O contacto com os membros do corpo docente da escola e com os alunos foi
significativo, pois gerou compreensão do contexto e informações importantes sobre a
realidade local. Os dados de pesquisa foram analisados utilizando a técnica da análise de
conteúdo e interpretados a partir do referencial teórico sobre bilinguismo e alfabetização,
educação intercultural, aprendizagem e desenvolvimento na perspectiva histórico-cultural. A
compreensão presente nos resultados finais dessa pesquisa, diz respeito à (des)construção da
identidade cultural e linguística de crianças e a necessidade de formação específica de
professores que contemple o domínio, pelo professor, de conhecimentos da língua falada pelo
grupo étnico de imigração e de metodologias específicas para o ensino dessas crianças que
pertencem a esse contexto sociocultural e linguístico diverso.
The objective of this study is the beginning of the literacy education process in a bilingual school community of immigrants of German descendants in the city of Blumenau in the south of Brazil. The linguistic complexity experienced by a group of children in the beginning of the literacy education process was observed in the field study at this school. My 4-week stay at this school in the beginning of the school year enabled me to conduct research with an ethnographic approach. The majority of the children in this study (at the start of the 2015 school year) is characterized by bilingualism of German and Portuguese or by monolingualism of German (1 pupil) and the literacy education teacher by monolingualism of Portuguese. I observed and registered in field notes and photographs the actions and the pedagogical relation between the teachers and their bilingual pupils. In order to gather complementary data, I interviewed the literacy education teacher, the teacher of German, the teacher of German culture and finally the school director. The contact with the members of the teaching staff of the school was significant, because it generated understanding of the context and important information about the local reality. The data of the research was interpreted within the theoretical reference of bilingualism and literacy, intercultural education, learning and development from a historic cultural perspective. The understanding of the final results of this research deals with the building and deconstruction of children’s cultural and linguistic identity and the necessity of specific formation of teachers which contemplates the mastery, by the teacher, of knowledge of the language spoken by the ethnic immigration group and specific methodology for teaching these children who belong to this diverse sociocultural and linguistic context.
The objective of this study is the beginning of the literacy education process in a bilingual school community of immigrants of German descendants in the city of Blumenau in the south of Brazil. The linguistic complexity experienced by a group of children in the beginning of the literacy education process was observed in the field study at this school. My 4-week stay at this school in the beginning of the school year enabled me to conduct research with an ethnographic approach. The majority of the children in this study (at the start of the 2015 school year) is characterized by bilingualism of German and Portuguese or by monolingualism of German (1 pupil) and the literacy education teacher by monolingualism of Portuguese. I observed and registered in field notes and photographs the actions and the pedagogical relation between the teachers and their bilingual pupils. In order to gather complementary data, I interviewed the literacy education teacher, the teacher of German, the teacher of German culture and finally the school director. The contact with the members of the teaching staff of the school was significant, because it generated understanding of the context and important information about the local reality. The data of the research was interpreted within the theoretical reference of bilingualism and literacy, intercultural education, learning and development from a historic cultural perspective. The understanding of the final results of this research deals with the building and deconstruction of children’s cultural and linguistic identity and the necessity of specific formation of teachers which contemplates the mastery, by the teacher, of knowledge of the language spoken by the ethnic immigration group and specific methodology for teaching these children who belong to this diverse sociocultural and linguistic context.
Descrição
Dissertação de mestrado, Ciências da Educação (Área de especialização em Educação Intercultural), Universidade de Lisboa, Instituto de Educação, 2016
Palavras-chave
Alfabetização Bilinguismo Educação intercultural Teses de mestrado - 2016