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Previous issue date: 2018-08-24 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Throughout this thesis we have brought numerous examples of objects from the media - Brazilian and international press - in addition to objects from the sciences which pointed to both the alleged disadvantages, along with the advantages, of bilingualism and the teaching done in at least two languages for about one century long. We interwove knowledge of the three major fields of science, the Humanities, the Biological and the Exact, aiming at a broad view of bilingualism in order to see its importance in the current world scenario in which peoples are in immigration and there are contexts of linguistic-cultural conflict in vogue. Some authors who gave us theoretical background were the physiologist Bervely A. Clark (2000), the educator Antonieta Megale (2005), the anthropologist Néstor García Canclini (2006), the neuroscientist Angela de Bruin (2015) and the psychologist Ellen Bialystok (2017). In addition to these, we have brought from physics Thomas Kuhn (1962) and the conceptualization of paradigm; by Michael Agar (1994), anthropologist and also an ethnologist, we have brought the languaculture axiom; from Cultural Studies, the concept of cultural identity of one of its founders, Stuart Hall (2003), and the recent conceptualization of global competence of the researcher Vera L. H. Hanna (2018); the concept of culture of the philosopher Terry Eagleton (2005), and the conceptualization of bilingualism by François Grosjean (2008). All these concepts have based the formulation of a questionnaire for conducting a world statistical research on language, culture, identity and 'Bilingual Teaching' - elements which are substantiated first on the language(s) that forge(s) the bilingual individual. Our initial hypothesis was that the paradigms of science would have extrapolated their boundaries and would be reproduced in the common sense of citizens without having their essence altered, which in fact was confirmed. We have proposed, as well, nine parameters for the regulation of the so-called 'Brazilian Bilingual Education' - the education made by international schools, bilingual schools themselves, and the 'bilingual programs' for regular schools - since we have identified the lack of regulation for this sector, which is booming in the country, and urges references, so that Brazil can change the statistics of having only about 3-5% of its population within the bilingual condition. / Ao longo desta tese trouxemos numerosos exemplos de objetos da mídia - brasileira e internacional - e das ciências que apontavam tanto para as supostas desvantagens quanto para as vantagens do bilinguismo e do ensino feito em pelo menos dois idiomas por cerca de um século. Entrelaçamos os conhecimentos das três áreas científicas, as Humanas, as Biológicas e as Exatas, objetivando uma visão ampla do bilinguismo de maneira a ver sua importância no cenário mundial atual em que povos estão em imigração e há contextos de conflito linguístico-cultural em voga. Alguns autores que nos deram embasamento teórico foram a fisiologista Bervely A. Clark (2000), a educadora Antonieta Megale (2005), o antropólogo Néstor García Canclini (2006), a neurocientista Angela de Bruin (2015) e a psicóloga Ellen Bialystok (2017). Além desses, trouxemos da física Thomas Kuhn (1962) e a conceituação de paradigma; de Michael Agar (1994), antropologista e também etnólogo, trouxemos o axioma línguacultura; dos Estudos Culturais, o conceito de identidade cultural de um de seus fundadores, Stuart Hall (2003), e a recente conceituação de competência global da pesquisadora Vera L. H. Hanna (2018); o conceito de cultura do filósofo Terry Eagleton (2005) e da psicolinguística a conceituação de bilíngue de François Grosjean (2008). Todos esses conceitos embasaram-nos na formulação de um questionário para a condução de uma pesquisa estatística mundial sobre língua, cultura, identidade e 'Ensino Bilíngue' - elementos que têm como fundamento primeiro a(s) língua(s) que forja(m) o indivíduo bilíngue. Nossa hipótese inicial era a de que os paradigmas da ciência teriam extrapolado suas fronteiras e seriam reproduzidos no senso-comum dos cidadãos sem ter sua essência alterada, o que de fato se confirmou. Adicionalmente, propusemos nove parâmetros para o denominado 'Ensino Bilíngue' brasileiro - o feito pelas escolas internacionais, bilíngues propriamente ditas, e pelos 'programas bilíngues' para escolas regulares - uma vez que identificamos a falta de regulamentação para esse setor, em franca expansão no país, que urge por referências para que o Brasil consiga mudar a estatística de ter apenas cerca de 3-5% de sua população dentro da condição bilíngue.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede.mackenzie.br:tede/3728 |
| Date | 24 August 2018 |
| Creators | Avelar, Regina Paula Ambrogi |
| Contributors | Hanna, Vera Lúcia Harabagi, Verdolini, Thaís Helena Affonso, Bottaro, Silvia Etel Gutiérrez, Bastos, Neusa Maria Oliveira, Gebara, Ana Elvira Luciano |
| Publisher | Universidade Presbiteriana Mackenzie, Letras, UPM, Brasil, Centro de Comunicação e Letras (CCL) |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações do Mackenzie, instname:Universidade Presbiteriana Mackenzie, instacron:MACKENZIE |
| Rights | http://creativecommons.org/licenses/by-nc-nd/4.0/, info:eu-repo/semantics/openAccess |
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