Práticas para o ensino de português como língua de acolhimento em contexto escolar não formal : uma pedagogia intercultural

Abstract

This thesis discusses practices for the teaching of Portuguese for adult refugees, based on a pedagogical - interculturalist view - that considers informality and non - literacy in volunteers who often act as Portuguese - speaking teachers, a frequent scenario in several Non-Governmental Organizations in the state of São Paulo, particularly the one in which the partnership for this study led us. The research focuses on the study of Portuguese as a Host Language, focusing mainly on the theories of Paulo Freire (1979, 1987, 2011, 2014, 2015) and Almeida Filho (1997, 2001, 2002, 2005) and aims at enhancing the intercultural component as a facilitator of the linguistic-communicative performance of learners and the process of integrating them into the new culture. The general objective is to discuss Portuguese as a Host Language teaching practices that contemplate an intercultural pedagogy, trying to verify how teachers-volunteers can and can act in Portuguese as a Host Language teaching. It is investigated the possibility of engaging teachers in an ethnomethodological perspective, focused on an intercultural pedagogy, based mainly on the concepts and procedures of Freire (1979, 1987, 2011, 2014, 2015) and Goffman (1975, 1988a, 1988b). The data collected and the study carried out are based on meetings and follow-up of procedures adopted by the NGO for a period of one year (from the selection of volunteer teachers, trainings to pedagogical meetings), investigating problems and possible solutions to help volunteer teachers to Minimize their failures. The research evidenced the urgency of the reflection on the teaching practice in the organizations and the need to raise awareness about the autonomy of teachers and apprentices in the teaching-learning process of Portuguese as a host language, through a Freirean approach, moderated by education as a practice of freedom.