“Falo, mas falo errado”: oficinas de língua portuguesa na perspectiva da justiça social com crianças e adolescentes em situação de acolhimento institucional

Abstract

This qualification project, situated in the field of Applied Linguistics, intends to work on the approach of the Portuguese language as a host language, seeking to reflect on the adoption of this perspective, usually associating this work with groups displaced from their country of orign, pedagogial work alongside people who have it as their mother tongue, but are excluded from society. The aim is to appropriate, re-signify and expand the concept of a welcoming language. Anchored in experiences developed in an extension project at UERJ, the proposed research intends to carry out the articulation between theory and practice in the construction of Portuguese language teaching strategies with children and adolescents in institutional care in the São Gonçalo City in the State of Rio de Janeiro. It is expected to develop the articulation between action and reflection, based on critical pedagogy (FREIRE, 1983, 1996 and 2016; ARROYO 2014 a and b) and the principles of critical literacy (JANKS, 2016), with two purposes: to contribute to the strengthening the self-esteem of children and adolescents in institutional sheltering; encourage these subjects to critically reflect on the world (FREIRE, 2016). Action-research is adopted as a methodology, a qualitative approach characterized by action-reflection-action overlapping in the construction of pedagogical knowledge, considering the researcher's experiences. It is understood that this study proposal with sheltered children and adolescents may show the importance of welcoming people at social risk through language. It is argued, in this project, that the approach of the mother tongue as a host language, from the perspective of critical literacy and critical pedagogy, can contribute to the feeling of welcome on the part of sheltered children and adolescents. The objective of this work is, therefore, to discuss the importance of the affective bond between teacher and student in the teaching/learning process with children and adolescents at risk, in addition to reflecting on aspects of the coloniality that we live in and the decolonial turn that we seek.