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Ensino de Português como Língua de Acolhimento: Ações de Educação Não Formal em Portugal
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O crescimento e diversificação da migração nos anos recentes vêm acompanhados de desafios no acolhimento e integração de migrantes. Portugal tem-se revelado um país de imigração, multicultural e multilingue. Desde 2000, o Estado Português tem implementado programas de ensino de português, sendo a língua um dos principais aspetos de integração da comunidade imigrante. Os cursos de português como língua de acolhimento surgem como a resposta mais recente às necessidades deste público, tendo como objetivo proporcionar uma melhor e mais célere integração na sociedade portuguesa. Incluído no programa de português como língua de acolhimento, o Alto Comissariado para as Migrações reconhece a relevância de ações de educação não formal, apoiando vários projetos, no âmbito do Fundo para o Asilo, a Migração e a Integração. Esta dissertação analisa dois projetos de educação não formal de português como língua de acolhimento, o Projeto Mulheres Migrantes e o Projeto Caleidoscópio, e procura perceber: i) como estes pretendem responder às necessidades da população migrante; (ii) quais as dificuldades enfrentadas; (iii) quais os sucessos celebrados no acolhimento e integração da população migrante; (iv) que aspetos possibilitaram/possibilitam o bom funcionamento da formação; (v) que aspetos deverão ser reconsiderados em projetos futuros. Para o efeito, recorre-se à pesquisa documental e à realização de entrevistas aos coordenadores do ensino não formal do projeto. O trabalho encontra-se dividido em três momentos: 1) observação da evolução dos fluxos migratórios em Portugal e das políticas migratórias; 2) contextualização de português como língua de acolhimento, apresentação dos documentos orientadores e características específicas dos aprendentes; e 3) apresentação dos projetos selecionados para o estudo e análise dos dados recolhidos. O estudo realizado permitiu perceber que i) as entidades oferecem uma vasta gama de apoios, ii) as maiores dificuldades advêm da heterogeneidade e tamanho excessivo das turmas, iii) cria-se uma relação mais íntima entre os imigrantes e a comunidade portuguesa, iv) o foco no indivíduo facilita a formação e v) de modo a melhorar futuras formações pode ser importante homogeneizar e diminuir as turmas.
The growth and diversification of migration in recent years has been accompanied by challenges in welcoming and integrating migrants. Portugal has proven to be an immigrant country, multicultural and multilingual. Since 2000, the Portuguese state has implemented programs to teach Portuguese, since language is one of the main aspects of integration for the immigrant community. Courses in Portuguese as a host language have emerged as the most recent response to the needs of this public, with the aim of providing better and faster integration into Portuguese society. As part of the Portuguese as a host language program, the High Commission for Migration recognizes the importance of non-formal education actions and supports various projects under the Asylum, Migration, and Integration Fund. This dissertation analyses two non-formal education projects in Portuguese as a host language, the Mulheres Migrantes Project and the Caleidoscópio Project, and seeks to understand: (i) how they intend to respond to the needs of the migrant population; (ii) what difficulties they have faced; (iii) what successes they have had in welcoming and integrating the migrant population; (iv) what aspects have made it possible for the training to work well; (v) what aspects should be reconsidered in future projects. To this end, documentary research has been caried out and interviews with the project's non-formal education coordinators have been conducted. The work is divided into three parts: 1) observation of the evolution of migratory flows in Portugal and migratory policies; 2) contextualisation of Portuguese as a host language, presentation of the guiding documents and specific characteristics of the learners; and 3) presentation of the projects selected for the study and analysis of the data collected. The study made it possible to realise that i) the organisations offer a wide range of support, ii) the biggest difficulties come from the heterogeneity and excessive size of the classes, iii) a closer relationship is created between the immigrants and the Portuguese community, iv) the focus on the individual facilitates training and v) in order to improve future training, it may be important to homogenise and reduce class sizes.
The growth and diversification of migration in recent years has been accompanied by challenges in welcoming and integrating migrants. Portugal has proven to be an immigrant country, multicultural and multilingual. Since 2000, the Portuguese state has implemented programs to teach Portuguese, since language is one of the main aspects of integration for the immigrant community. Courses in Portuguese as a host language have emerged as the most recent response to the needs of this public, with the aim of providing better and faster integration into Portuguese society. As part of the Portuguese as a host language program, the High Commission for Migration recognizes the importance of non-formal education actions and supports various projects under the Asylum, Migration, and Integration Fund. This dissertation analyses two non-formal education projects in Portuguese as a host language, the Mulheres Migrantes Project and the Caleidoscópio Project, and seeks to understand: (i) how they intend to respond to the needs of the migrant population; (ii) what difficulties they have faced; (iii) what successes they have had in welcoming and integrating the migrant population; (iv) what aspects have made it possible for the training to work well; (v) what aspects should be reconsidered in future projects. To this end, documentary research has been caried out and interviews with the project's non-formal education coordinators have been conducted. The work is divided into three parts: 1) observation of the evolution of migratory flows in Portugal and migratory policies; 2) contextualisation of Portuguese as a host language, presentation of the guiding documents and specific characteristics of the learners; and 3) presentation of the projects selected for the study and analysis of the data collected. The study made it possible to realise that i) the organisations offer a wide range of support, ii) the biggest difficulties come from the heterogeneity and excessive size of the classes, iii) a closer relationship is created between the immigrants and the Portuguese community, iv) the focus on the individual facilitates training and v) in order to improve future training, it may be important to homogenise and reduce class sizes.
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Palavras-chave
Imigração Integração Ações de educação não formal Português língua de acolhimento Immigration Integration Non-formal education projects Portuguese as a host language