Português como língua de acolhimento e comunidades de prática: uma proposta de ações pedagógicas a partir da análise de questionário de escolas de ensino fundamental no nordeste do Rio Grande do Sul

Abstract

This study examines the integration of migrant students into the Brazilian educational system, focusing on public schools in Caxias do Sul (RS). It aims to investigate how pedagogical practices grounded in Eckert's (2016, 2022) notion of Communities of Practice can contribute to the implementation of Portuguese as a Language of Welcome (PLAc), fostering the linguistic and social integration of these students within the school environment. The study is informed by theoretical discussions on PLAc, based on Grosso (2010), Diniz and Schlatter (2018), Segatto (2019), and Anunciação (2018), as well as on research on Language Attitudes and Language Policies, particularly Calvet (2002), Diniz and Neves (2018), and Costa and Silva (2020). The methodology is based on bibliographic analysis and the interpretation of data obtained from the "Questionnaire on the Provision for Foreign Students," provided by the Learning Recovery and Recomposition Project (PRA), and the document "Analysis of the Profile of Migrants in Rio Grande do Sul" (SPGG-RS, 2021). The findings indicate that PLAc teaching, when combined with pedagogical practices that emphasize interaction, participation, and the collective construction of knowledge, can promote inclusion and a sense of belonging among migrant students. Furthermore, the study highlights the need for greater institutional support and educational policies that equip teachers to address the linguistic and cultural demands present in schools. Overall, the study contributes to the development of more inclusive pedagogical practices in PLAc and proposes strategies to enhance the participation and integration of migrant students in the educational system. [resumo fornecido pelo autor]