Biblioteca Digital de VanguardiaThe learner of PLAc in a refuge situation: what the “voice” of teaching reveals
The learner of Portuguese as a Welcoming Language (PLAc) has been an increasingly frequent reality in Brazilian public schools. This paper presents an analysis of the teaching “voice” of two teacher-collaborators about the pedagogical challenge of serving this target audience. The theoretical and me...
| Autores principales: | , |
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués Inglés |
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Universidade Estadual Paulista
2021
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| Acceso en línea: | https://periodicos.fclar.unesp.br/entrelinguas/article/view/15368 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/64705 |
| _version_ | 1782338898415845376 |
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| author | Lôpo Ramos, Ana Adelina Oliveira das Neves, Aline Cristina |
| author_facet | Lôpo Ramos, Ana Adelina Oliveira das Neves, Aline Cristina |
| author_sort | Lôpo Ramos, Ana Adelina |
| collection | Repositorio |
| description | The learner of Portuguese as a Welcoming Language (PLAc) has been an increasingly frequent reality in Brazilian public schools. This paper presents an analysis of the teaching “voice” of two teacher-collaborators about the pedagogical challenge of serving this target audience. The theoretical and methodological approach is based on Critical Discourse Analysis (ADC), based on the contributions of Fairclough (2001), observing aspects of their representation as professionals, the representation they have of their students, and how they perceive Brazil as a welcoming country. In addition, the studies of Barbisan and Megid (2018) and of Clandinin and Rosiek (2007), on narratives are the pillars of this work. Language of Reception (LAc) is briefly commented on, in light of Ançã (2008; 2013), Audras et al. (2020), Barbosa and São Bernardo (2017), among others. The results reveal representations that demand modus operandi peculiar to a public in need of reception. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO64705 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués Inglés |
| publishDate | 2021 |
| publisher | Universidade Estadual Paulista |
| record_format | greenstone |
| spelling | clacso-CLACSO647052022-03-18T19:17:05Z The learner of PLAc in a refuge situation: what the “voice” of teaching reveals El aprendiz de PLAc en situación de refugio: qué revela la “voz” de la docencia O aprendiz de PLAc em situação de refúgio: o que a “voz” da docência revela Lôpo Ramos, Ana Adelina Oliveira das Neves, Aline Cristina Welcoming Language (PLAc) Narratives Representations Teaching portuguese Lengua de Acogida (PLAc) Narrativas Representaciones Enseñanza de portugués Língua de Acolhimento (PLAc) Narrativas Representações Ensino de português The learner of Portuguese as a Welcoming Language (PLAc) has been an increasingly frequent reality in Brazilian public schools. This paper presents an analysis of the teaching “voice” of two teacher-collaborators about the pedagogical challenge of serving this target audience. The theoretical and methodological approach is based on Critical Discourse Analysis (ADC), based on the contributions of Fairclough (2001), observing aspects of their representation as professionals, the representation they have of their students, and how they perceive Brazil as a welcoming country. In addition, the studies of Barbisan and Megid (2018) and of Clandinin and Rosiek (2007), on narratives are the pillars of this work. Language of Reception (LAc) is briefly commented on, in light of Ançã (2008; 2013), Audras et al. (2020), Barbosa and São Bernardo (2017), among others. The results reveal representations that demand modus operandi peculiar to a public in need of reception. El aprendiz de Portugués como Lengua de Acogida (PLAc) ha sido una realidad cada vez más frecuente en las escuelas públicas brasileñas. Este artículo presenta un análisis de la “voz” docente de dos profesoras-colaboradoras sobre el desafío pedagógico de atender a este público-objeto. El aporte teórico metodológico se basa en el Análisis del Discurso Crítica (ADC), precisamente las contribuciones de Fairclough (2001), observando aspectos de su representación como profesional, de representación que ellas tienen de sus alumnos y de cómo perciben Brasil como un país acogedor. Además de eso, los estudios de Barbisan y Megid (2018) y de Clandinin y Rosiek (2007), sobre narrativas son las bases de este trabajo. Se comenta rápidamente Lengua de Acogida, bajo la perspectiva de Ançã (2008; 2013), Audras et al. (2020), Barbosa y São Bernardo (2017), entre otros. Los resultados revelan representaciones que demandan modus operandi peculiares a un público que necesita de acogida. O aprendiz de Português como Língua de Acolhimento (PLAc) tem sido uma realidade, cada vez mais, frequente em escolas públicas brasileiras. Este artigo apresenta uma análise da “voz” docente de duas professoras-colaboradoras sobre o desafio pedagógico em atender a esse público-alvo. O aporte teórico-metodológico fundamenta-se na Análise de Discurso Crítica (ADC), precisamente as contribuições de Fairclough (2001), observando aspectos de sua representação como profissional, da representação que elas têm de seus alunos e de como percebem o Brasil como um país acolhedor. Além disso, os estudos de Barbisan e Megid (2018) e de Clandinin e Rosiek (2007), sobre narrativas são os pilares deste trabalho. Comenta-se rapidamente Língua de Acolhimento (LAc), à luz de Ançã (2008; 2013), Audras et al. (2020), Barbosa e São Bernardo (2017), entre outros. Os resultados revelam representações que demandam modus operandi peculiares a um público que necessita de acolhimento. 2021-10-08 2022-03-18T19:17:05Z 2022-03-18T19:17:05Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigo avaliado pelos Pares Texto https://periodicos.fclar.unesp.br/entrelinguas/article/view/15368 10.29051/el.v7i00.15368 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/64705 por eng https://periodicos.fclar.unesp.br/entrelinguas/article/view/15368/11412 https://periodicos.fclar.unesp.br/entrelinguas/article/view/15368/11413 https://periodicos.fclar.unesp.br/entrelinguas/article/view/15368/11414 https://creativecommons.org/licenses/by-nc-sa/4.0 application/pdf application/pdf text/html Universidade Estadual Paulista Revista EntreLinguas; (2021) v. 7, Publicação Contínua; e021036 2447-3529 10.29051/el.v7i00 |
| spellingShingle | Welcoming Language (PLAc) Narratives Representations Teaching portuguese Lengua de Acogida (PLAc) Narrativas Representaciones Enseñanza de portugués Língua de Acolhimento (PLAc) Narrativas Representações Ensino de português Lôpo Ramos, Ana Adelina Oliveira das Neves, Aline Cristina The learner of PLAc in a refuge situation: what the “voice” of teaching reveals |
| title | The learner of PLAc in a refuge situation: what the “voice” of teaching reveals |
| title_full | The learner of PLAc in a refuge situation: what the “voice” of teaching reveals |
| title_fullStr | The learner of PLAc in a refuge situation: what the “voice” of teaching reveals |
| title_full_unstemmed | The learner of PLAc in a refuge situation: what the “voice” of teaching reveals |
| title_short | The learner of PLAc in a refuge situation: what the “voice” of teaching reveals |
| title_sort | learner of plac in a refuge situation: what the “voice” of teaching reveals |
| topic | Welcoming Language (PLAc) Narratives Representations Teaching portuguese Lengua de Acogida (PLAc) Narrativas Representaciones Enseñanza de portugués Língua de Acolhimento (PLAc) Narrativas Representações Ensino de português |
| url | https://periodicos.fclar.unesp.br/entrelinguas/article/view/15368 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/64705 |