Ser professora em área de fronteira bilíngue no Brasil: desafios e possibilidades

Abstract

This research shows that, in Brazil, there is the necessity of discussing about inclusive education /for foreign immigrants who arrive at our country for different reasons and search for a social-cultural insertion at our schools as a form of recognition to exercise their citizenship. Nonetheless, these immigrants face a great barrier: the language. To understand this reality, I present a theoretical approach on the linguistic dynamism in the frontier areas, highlighted by diglossia and interlanguage. With the purpose of stressing that the actions that legitimize the immigrant s linguistic rights in the Brazilian educational context are few, I brought a discussion around the legitimacy that ensures linguistic politics in this diversity context. Adding to this discussion, there is an analysis as to the demand to the formal education among migrant communities in Brazil, showing the educational complexity in some frontier areas, focusing on the city of Bonfim/RR. It is believed that, through this analysis, some questions might be pointed out as necessary to support reflections about these contexts. It will prompt a discussion about demands that are seen as potentials to improve the academic background of professors who work at areas that assist immigrants and to think of didatic-pedagogic proposals that encompass the bilingual nature of the schools located at frontier areas. To do so, besides the bibliographic research, I try to highlight the professors experiences and knowledge through the (auto)biographical narrative of a literacy teacher. It takes place at a school of two-nations that is a natural linguistic laboratory located at the border between Brazil and English Guiana. The methodology used to the comprehension and analysis of the highlighted issues in the teacher's narrative was based on the association between the analysis of the thematic content (BARDIN, 1994) and the scenic comprehension (MARINAS 2007, 2014). The teacher's narrative, whose thematic axis was "To be a teacher in a context of bilingual/multilingual reality, in the border between Brazil and English Guiana", made it possible to understand the necessity of discussing the educational contexts of frontier areas as well as feature the experience of teachers who deal with the reality of these places. The purpose is not only to denaturalize the monolinguism and the linguistic-educational-political practice that exclude students who do not have the Portuguese as mother language in Brazilian schools, but also to give voice to those who deal directly with this reality which is under-recognized by many Brazilians