Práticas translíngues e transculturais nas aulas de língua portuguesa no ensino básico

Abstract

This dissertation presents an action research, grounded in the perspective of translanguaging (Canagarajah, 2013, 2017; García, 2009, 2017; García, Wei, 2014; Wei, 2011) and transculturality (Bandeira, 2018; Cavalcanti, Bortoni-Ricardo, 2007; Rocha, 2014), which investigated Portuguese language teaching practices in two 7th-grade classes of a public school in Dourados, MS. The research aimed to promote greater linguistic diversity and contribute to the development of more positive attitudes among teachers and students, as well as among the students themselves in a multilingual classroom. Embedded in the field of Trans/Interdisciplinary Applied Linguistics (Moita Lopes, 2009), more specifically, this research applied translanguaging and transcultural pedagogical activities that considered the linguistic repertoires of all students. It identified in oral and written activities, as well as in interactions among subjects, the experiences, knowledge, and literacies specific to that context. In line with the theoretical-methodological assumptions that guide this research, we start from a dynamic understanding of repertoire, considering it as lived, materialized in interaction, and of discursive nature (Blommaert, Backus, 2012, 2013; Busch, 2012, 2015; Pennycook, Otsuji, 2014). We also assume a perspective that focuses on (pluri)multilingualism through decolonial, biographical, and ethnographic lenses. Data were generated through participant observation, class recordings, field notes, and texts produced in proposed Portuguese language activities, which involved translanguaging and transcultural pedagogical practices. These activities were part of a critical and intercultural teaching and learning proposal. The research demonstrated the importance of translanguaging and transcultural practices in building safe environments for teaching and learning Portuguese, promoting openness and appreciation of students' linguistic and cultural identities. Moreover, it emphasizes the role of the school as a conducive space for embracing and celebrating diversity, contributing to integrated education.