Bilinguismo: do francês ao português: uma experiência no PIBID

Abstract

It is notorious in recent years observe the arrival of Haitian immigrants in all states of Brazil with also the presence of their small children who need schools to integration go on in their studies. Given this fact, this study aims to understand how through bilingual education Portuguese and French, the Haitian students’ cultural linguistic integration takes place in Portuguese classes, as well as to understand the difficulties the entire "harmfulness" cultural context presents both to the school community and to the students in question. In relation of the modality of this piece of researche, it refers to a descriptive qualitative study. Regarding data collection it was held by means of weekly meetings with students and by the application of some dialogical activities, observation and further dialogue with the teachers of Portuguese matter. Research shows that within the educational parameters there exist some students’ difficulties related to leaning Portuguese language and to Brazilian culture. However, teachers seek strategies for integration these students even through public resources and politicies are scarce, in this regards. Also, moreover as results of the classes, a visible writing improvement as well as improvement in the social interaction within the colleagues and teachers. The analysis was done through the lessons sequences of classes prepared and taught in the project. As a theoretical contribution, firstly, to talk about the importance of the language will be used by Antunes (2009), Marcuschi (1946), among others. Right after, the importance of textual genres for language teaching will be discussed through Bakthin's theories (2011). Further, in order to talk about Applied Linguistics and also conceptualize language and talk about the work of the same within the text and the use of written as a teaching tool, will be used astheoretical Geraldi, Koch , Lopes and others. Next, to conceptualize oral language, a brief discussion of the use of the language within the French language and also on the exploitation of literary texts for pedagogical purposes will be given theoretical concepts by Schneuwly et al (2004), Dolz et al. (1993) ) Apud Barroso (2011), Martins (2006), etc. Finally, theories about teaching and learning of the Portuguese language as a second language and the methodological will be based on Almeida Filho (1989), (2009) and Oliveira and Paiva (2014).