Desenvolvimento sociolinguístico de imigrantes internacionais residentes em Francisco Beltrão - PR

Abstract

For the last years, forced displacements of people have increased in great proportions around the world. Reflections of such situation are observed in Brazilian towns like Francisco Beltrão - Paraná State, as they become destination for individuals who come from distant countries with ethnicities, languages, cultures that differ from each other and even from the immigrants who contributed to the formation of Brazilian social environment in the past. Despite recognized heterogeneity, one thing remains common: the need for sociolinguistic development, since many immigrants do not understand the Portuguese Language (PL) and others, still, are not aware of the Latin alphabet. Considering experiences of welcoming immigrants with formal and informal PL-teaching-learning actions in other Brazilian towns as in Bordignon (2016) and Giacomini (2017), we decided to understand if such actions also took place in Francisco Beltrão. Thus, the outlined objective of the research is to investigate the opportunities of sociolinguistic development of international immigrants established in Francisco Beltrão - PR, considering the existence of an interlocutive relation occurring between those immigrants and the local community. The present work results from an exploratory field research allied to bibliographical and documentary investigations. For field research, we applied interviews to three immigrants during visits to their workplace and to three immigrants during visits to public schools that offer Education for Youth and Adults (EJA in Portuguese short form). In schools, we observed classrooms routine and interviewed four teachers who have/had immigrants as their students.Textual corpus produced from interviews was analyzed considering the following theories/theorists: semiotics, as in Peirce (1973) and Santaella (1983); Bakhtinian theories (1993, 1999, 2003 and 2006), especially the theory of active utterance responsibility; Vygotskian’s (2007) human development theories; and Minayo’s (2008) qualitative material analysis techniques. Analysis, therefore, are qualitative and interpretative. Results have shown that the community from Francisco Beltrão currently responds to the need for sociolinguistic development of resident immigrants only by fulfilling their legal rights to public education systems access, that is to say, enrolling in formal PL-teaching disciplines. However, we also have found that there is great dissemblance between foreign students real learning needs and what EJA education system has to offer them, considering that it is formatted to receive Brazilian students who are already fluent in PL and who are in process of literacy acquisition. We did not find other types of PL-teaching actions that welcome foreign students.