Português para todos : estreita relação entre língua portuguesa, interculturalidade e inclusão social
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2012
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Edições Universitárias Lusófona
Resumo
Para existir inclusão, as leis não são o suficiente. Mais importante é haver uma correta forma de sentir e agir por parte do público em geral, não anulando a diferença (seja física, cognitiva, cultural, linguística ou religiosa).
No que diz respeito aos imigrantes, as comunidades locais de acolhimento têm um papel importante na promoção da inclusão e igualdade de oportunidades, passando isto também pelo ensino da Língua Portuguesa [LP]. E, como adjuvante em todo este processo, aparece o formador do curso de Português Para Todos [PPT], com atuação em três ambientes (sala de aula, escola e comunidade local) e com três responsabilidades básicas: envolver o imigrante nas situações de comunicação em LP, tornando-a um facilitador e não um obstáculo e fator de diminuição; sensibilizar e dinamizar a comunidade socioeducativa, atribuindo à LP o devido destaque no processo da inclusão; e promover uma interculturalidade dinâmica, estreitando as relações formandos-escola-comunidade.
E foi este o trabalho que se realizou numa escola do Algarve com cidadãos imigrantes do norte da Europa, resultando num Trabalho de Projeto de mestrado intitulado Português Para Todos: a aprendizagem da Língua Portuguesa como facilitadora da Interculturalidade e da Inclusão Social. Depois da investigação teórica e de campo (com recurso a métodos de pesquisa e de análise de informação), foi possível conhecer melhor as temáticas abordadas, o curso de PPT (objetivos e organização), a entidade formadora, os formandos, o contexto local, a situação inicial a ser mudada e traçar os objetivos e o plano de intervenção.
O Trabalho de Projeto realizado permitiu tornar visível o contributo que o curso de PPT pode dar quer na aprendizagem da LP quer na interculturalidade assentes numa dinâmica educativa que ocorra tanto na sala de aula como no seio da comunidade escolar e local.
Tratou-se de um trabalho de investigação-ação pertinente por: divulgar exemplos de trabalho e de valoração social que podem ser seguidos, melhorados e adaptados a outros contextos; e por deslocar a investigação para os locais alvo de intervenção, o que possibilita avaliações e reflexões constantes e, portanto, uma paulatina construção do saber.
The laws are not enough so that there can be inclusion. Even more important is the existence of a correct way of feeling and acting by the public in general, not cancelling the difference (whether physical, cognitive, cultural, linguistic or religious). As far to what immigrants is concerned, the local host communities have an important role in promoting inclusion and equal opportunities, and the teaching of the Portuguese Language is an important way of doing so. And, as an adjunct in this process, the trainer of the course Portuguese for All operates in three different environments (classroom, school and local community) and has three basic responsibilities: to involve immigrants in situations of communication in Portuguese, making it a facilitator and not an obstacle and reduction factor; raise awareness and boost socio-community, giving emphasis to the Portuguese language in the process of inclusion; and promote intercultural dynamics, strengthening the relations graduatesschool-community. And it was this work that took place at a school in the Algarve with immigrant citizens of northern Europe, resulting in a Master’s Project Work entitled Portuguese for All: the learning of Portuguese as a facilitator of interculturalism and social inclusion. After the field and theoretical research (using research methods and data analysis), it was possible to better understand the themes, the course of Portuguese for All (objectives and organization), the training institute, the students, the local context, the initial situation to be changed and outline the goals and intervention plan. The project work has allowed us to make visible the contribution that the course of Portuguese for All can give not only to the learning of the Portuguese language but also to the intercultural education based on a dynamic that occurs both in the classroom and within the school and local community. It was a relevant research work because it gives examples of work and social valuation that can followed, improved and adapted to other contexts; and it also moves the research to the target places of intervention, which allows assessment and constant reflections and thus a gradual construction of knowledge.
The laws are not enough so that there can be inclusion. Even more important is the existence of a correct way of feeling and acting by the public in general, not cancelling the difference (whether physical, cognitive, cultural, linguistic or religious). As far to what immigrants is concerned, the local host communities have an important role in promoting inclusion and equal opportunities, and the teaching of the Portuguese Language is an important way of doing so. And, as an adjunct in this process, the trainer of the course Portuguese for All operates in three different environments (classroom, school and local community) and has three basic responsibilities: to involve immigrants in situations of communication in Portuguese, making it a facilitator and not an obstacle and reduction factor; raise awareness and boost socio-community, giving emphasis to the Portuguese language in the process of inclusion; and promote intercultural dynamics, strengthening the relations graduatesschool-community. And it was this work that took place at a school in the Algarve with immigrant citizens of northern Europe, resulting in a Master’s Project Work entitled Portuguese for All: the learning of Portuguese as a facilitator of interculturalism and social inclusion. After the field and theoretical research (using research methods and data analysis), it was possible to better understand the themes, the course of Portuguese for All (objectives and organization), the training institute, the students, the local context, the initial situation to be changed and outline the goals and intervention plan. The project work has allowed us to make visible the contribution that the course of Portuguese for All can give not only to the learning of the Portuguese language but also to the intercultural education based on a dynamic that occurs both in the classroom and within the school and local community. It was a relevant research work because it gives examples of work and social valuation that can followed, improved and adapted to other contexts; and it also moves the research to the target places of intervention, which allows assessment and constant reflections and thus a gradual construction of knowledge.
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EDUCAÇÃO, EDUCATION, LINGUÍSTICA, LINGUISTICS, LÍNGUA PORTUGUESA, PORTUGUESE LANGUAGE, INCLUSÃO SOCIAL, SOCIAL INCLUSION, INTERCULTURALIDADE, INTERCULTURALITY, INVESTIGAÇÃO-AÇÃO, ACTION RESEARCH