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Previous issue date: 2016-12-13 / Abstract: The inconstancy of individuals' lives, the tensions, the explicit, and
eventually implicit conflicts that are inherent to human diversity have several
influences in the relations people establish in their social environment. This study
aims at examining the linguistic/identity complexity (HALL, 2006, and
RAJAGOPALAN, 2006) of a group of elementary school children and their teachers.
It also addresses the role of the university professors responsible for the education of
the professionals who work in the schools of the frontier towns of Aceguá, Brazil,
and Aceguá, Uruguay. The objectives of the study are to verify how students and
teachers conceive, problematize or silence the linguistic hybridisms in their speeches.
The research took place in the city of Aceguá (Br); frontier between Brazil and
Uruguay. The notion of frontier here presented is based on the following theorists:
Tau Golin (2001), Pesavento (2002), Martins (1997), and Mazzei (2013). The abovementioned
complexity was analyzed in the speech of two language teachers of the
public school system of Aceguá, Brazil. To corroborate with this research, university
teachers responsible to prepare language teachers for the Program for Intercultural
Schools of the Frontier (PEIF – Programa de Escolas Interculturais de Fronteira, of
the Ministry of Education in Brasilia) were also included in the study. PEIF was
instituted by the Brazilian Ministry of Education (MEC). The Programme was
implemented in the schools in 2014 by means of a partnership with Aceguá’s
Municipal School District, the Unipampa University and the Ministry of Education. The
individual interviews were audiotaped, transcribed and then analyzed. We made use
of the methodological procedures of qualitative research (GASKELL, 2002), defined
as a case study research (LEFFA, 2006). The data analysis was carried out in a
dialogic discourse analysis (SOBRAL & GIACOMELLI, 2016) perspective, based on
the bakhtinian dialogic definition of language (BAKHTIN, 2006). It is assumed that
the frontiers unveil identity and linguistic difficulties of the speakers that live in these
hybrid communities. The subjects’ experience, the tensions that are inherent to their
daily lives seem to come up with more impetus at the geographical border space.
The study also includes a literature review about frontier (STURZA, 2006, 2010,
2015); followed by an analysis of the linguistic aspects, as well as with
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cultural/intercultural characteristics (CANCLINI, 2004), identity aspects; as well as
about initial and continuing teacher training and public political and educational
policies that were proposed for this context. The thesis points to the following
suggestions: we urge and enhance the reflections about: initial/continued teacher
training and also about curricular conceptions (SACRISTÁN, 2000), Irala, Alvarez e
Mota (2014) orienting those conceptions to the problems of language teaching at the
border area of Aceguá – BR and Aceguá, UY; enabling this way a better
understanding of the linguistic complexity that teachers, and students face in this
area. Besides, we discuss the role of schools as a space of integration and
transgression, based on the current legal regulations that are responsible for political
and pedagogical projects in all educational instances. To conclude, we bring to the
discussions some other perspectives, already presented by researches about the
complexities, particularly related to language education, frontier education and
language teaching in the frontier. We base our discussion on Elizaincín (1979),
Elizaincín, Behares & Barrios (1987), Bentancor (2012), Mazzei (2013), Mota (2012,
2013), Sturza (1994, 2004, 2006, 2010, 2015), Dornelles et. al (2015), Irala e Leffa
(2014), Irala (2012), Farias-Marques (2016), among others. As long as we
comprehend that language is dialogic, dynamic and fluid it enables us to have a
better comprehension of what is manifested in the linguistic materiality of the
subjects’ speech when interviewed. Moreover, it is by their language that we can
better understand the meanings manifested in their sayings and what is present in
their representations. We conclude that, somehow, in their discourses we encounter
the manifestations of this heterogeneous space marked by closeness, by similarity,
but also by difference and by the presence of the other, that is by the strangerforeigner.
. / As inconstâncias da vida dos indivíduos, as tensões, os conflitos explícitos e/ou
eventualmente implícitos, inerentes à diversidade com a qual nos deparamos, têm
diversas repercussões nas relações que se estabelecem entre os sujeitos. Esta
pesquisa possui como objetivo geral investigar a complexidade linguística/identitária
(HALL, 2006), Rajagopalan (2006), com a qual se deparam os professores de
línguas que ministram aulas na fronteira entre Brasil e Uruguai, na cidade de Aceguá
(Br). A priori situamos a fronteira deste trabalho com base em teóricos como Tau
Golin (2001), Pesavento (2002), Martins (1997), Mazzei (2013). Essa complexidade
foi analisada a partir da fala de duas professoras de línguas de uma escola pública,
localizada na referida cidade e, as eventuais marcas discursivas que transpareceram
nos seus discursos. Para corroborar trazemos também as entrevistas realizadas com
professores que participaram como formadores do Programa de Escolas
Interculturais de Fronteira (PEIF), instituído pelo Ministério de Educação (MEC), em
parceria com a Secretaria Municipal de Educação (SMED), que foi implementado na
fronteira de Aceguá, na mesma escola municipal, no ano de 2014. Foram realizadas
entrevistas individuais, gravadas em áudio, posteriormente transcritas e analisadas
com base nos procedimentos metodológicos da pesquisa qualitativa (GASKELL,
2002), definida como um estudo de caso (LEFFA, 2006). Por intermédio da análise
dialógica do discurso (SOBRAL & GIACOMELLI, 2016), com base na concepção
bakhtiniana de língua (BAKHTIN, 2006), depreendemos que os conflitos desvelados
na fronteira expõem a dificuldade de convívio dos sujeitos com aquilo que não lhes é
familiar. O sujeito vivencia as tensões próprias da sua constituição, que insurgem
com mais ímpeto no espaço geográfico de fronteira. A partir de uma revisão
bibliográfica sobre fronteira (STURZA, 2006, 2010, 2015), aspectos linguísticos,
culturais/interculturais (CANCLINI, 2004), identitários, assim como, sobre formação
docente inicial/continuada e políticas públicas educacionais propostas para este
contexto, sugerem-se direcionamentos nesse sentido. Propomos incitar e ampliar as
reflexões sobre a formação inicial e continuada, as concepções curriculares
(SACRISTÁN, 2000), Irala, Alvarez e Mota (2014) orientando-as também para as
imbricações que perpassam o ensino de línguas no espaço de fronteira, na
perspectiva de melhor compreender a complexidade linguística com a qual se
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deparam os docentes ao ministrarem aulas de línguas nesses espaços. Além disso,
discuto o papel da escola como espaço de transgressão e espaço de integração, a
partir das normativas legais vigentes, que regem os projetos políticos pedagógicos
em âmbito nacional, estadual e municipal e finalizo com aportes de pesquisas já
realizadas sobre fronteira, educação na fronteira, ensino de línguas na fronteira, a
partir de Elizaincín (1979), Elizaincín, Behares & Barrios (1987), Bentancor (2012),
Mazzei (2013), Mota (2012, 2013), Sturza (1994, 2004, 2006, 2010, 2015), Dornelles
et. al (2015), Irala e Leffa (2014) e Irala (2012), Farias-Marques (2016), entre outros.
Quando apreendemos que a linguagem é dialógica, dinâmica, fluida, começamos a
compreender o que está manifestado na materialidade linguística dos sujeitos deste
trabalho, o que está nos seus dizeres, nas representações construídas nas
manifestações discursivas, em um entre-lugar heterogêneo e marcado pela
proximidade, pela semelhança, mas também marcado pela diferença e pela
existência do outro, do que é estranho.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede.ucpel.edu.br:tede/603 |
| Date | 13 December 2016 |
| Creators | Alvarez, Isaphi Marlene Jardim |
| Contributors | Bohn, Hilário Inácio, Irala, Valesca Brasil, Sobral, Adail Ubirajara, Marroni, Fabiane Villela, Farias-Marques, Maria do Socorro de Almeida |
| Publisher | Universidade Catolica de Pelotas, Programa de Pos-Graduacao em Letras#, #8902948520591898764#, #600, UCPel, Brasil, Centro de Ciencias Sociais e Tecnologicas#, #-8792015687048519997#, #600 |
| 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 UCpel, instname:Universidade Católica de Pelotas, instacron:UCPEL |
| Rights | info:eu-repo/semantics/openAccess |
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