Banca de DEFESA: DANIELA FIGUEIRA ALANO

PLURILINGUISM AND INTERCULTURALITY IN PORTUGUESE LANGUAGE TEACHING PRACTICES IN THE MUNICIPALITY OF ORIXIMINÁ-PA

Plurilingualism. Interculturality. Sociolinguistic Diagnosis. Teaching Practices. Linguistic Education.

This research deals with the theme of linguistic education in a plurilingual context with the objective of investigating whether teachers from public schools in the municipality of Oriximiná-PA consider plurilingualism and develop Portuguese teaching practices with indigenous students from the perspective of interculturality. The answers to the question: Do teachers consider plurilingualism in their pedagogical practices? The answers were obtained through the characterization of the sociolinguistic profile of indigenous students and Portuguese language teachers from public schools in the municipality of Oriximiná; verifying whether teachers know the sociolinguistic profile of indigenous students and whether they consider plurilingualism in Portuguese teaching practices; verifying whether the teaching of Portuguese to indigenous students is developed from the perspective of interculturality and identifying the main challenges faced by teachers in public schools in the municipality to implement plurilingual and intercultural linguistic education in Portuguese language teaching practices. To achieve these objectives, it was necessary to diagnose, firstly, the sociolinguistic profile of students from public schools in the municipality, from the first to the ninth year of elementary school. In this way, the sociolinguistic diagnosis was carried out from the application of questionnaires, through which it was possible to trace the profile of students from public schools in the municipality of Oriximiná in the context of plurilingualism and, later, it was verified if and how the teacher approaches the plurilingualism and interculturality in their practices. For the theoretical basis, the authors were used (BERGER, 2015; CALVET, 1996; CANDAU; RUSSO, 2010; LUCIANO, 2017; OLIVEIRA, 2004; 2008; 2016; OLIVEIRA; ALTENHOFEN, 2011; RODRIGUES; SILVESTRE, 2020 WALSH, 2009) dealing with plurilingualism and interculturality. As a result, it was possible to verify that the educational documents of the municipality do not include plurilingual diversity in the school curriculum; some teachers have difficulty dealing with the cultural and linguistic differences of their students; most professors do not develop practices that take interculturality into account. In the end, it was recommended the implementation of language policies that meet the educational needs of the municipality.