Português Língua de Acolhimento?

Desafios na formação de professores de línguas guianenses em Roraima

Abstract

In this article, we propose to take the current debates linked to the concept of Portuguese as a Welcoming Language (PLAc in Portuguese) to the scope of universities, since it is fundamental to understand the dynamics and power relations underlying the welcoming (or lack thereof) in the learning scenario of the Linguistics Programs. Our general objective is to analyze the process of teacher training and the challenges in the academic realm as faced by Guyanese immigrants in Linguistics undergraduate programs from Boa Vista, Roraima. The specific objectives are: (1) to analyze the learning processes of Brazilian Portuguese and teacher training in the light of the concept of a PLAc; and (2) to investigate the challenges faced by the Guyanese in the academic environment of Linguistics programs. The theoretical framework of this text consists of works in the area of Applied Linguistics that deal with Portuguese as an Additional Language and, more specifically, as a PLAc. In methodological terms, this is a case study with a qualitative approach, whose data generation instrument was the semi-structured interview, carried out individually with three Guyanese women living in Boa Vista, RR. The results indicate that: (i) the first year in a new country is the most challenging one, mainly due to the difficulties with PtBr; (ii) representations of the English language permeate teacher training; and (iii) the role of a professor who trains teachers in the Linguistics programs is central to welcoming practices, and is related to issues of power and affection.