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O Ensino - Aprendizagem do Português como Língua de Acolhimento em Contexto de Reclusão - estudo de caso
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Apesar de há mais de sete décadas a Declaração Universal dos Direitos Humanos ter decretado que "toda pessoa tem direito à educação" (art. 26.º), constatamos que esse desígnio está, mesmo hoje, longe de garantido para uma parte substancial da população. Ainda que os números não sejam tão desaprazíveis nos países industrializados, porquanto literacia e desempenho económico tendem a comportar-se de modo relativamente simétrico, o volume de analfabetismo (e analfabetismo funcional) mede-se em ordem de milhões, mesmo nas economias mais desenvolvidas. Porém, o papel dos Estados torna-se ainda mais desafiante se atentarmos aos contextos que dentro de uma sociedade configuram, por regra, a margem da mesma. É a essas áreas que este trabalho se dirige: ao trabalho que a escola (uma escola portuguesa) estabelece com um estabelecimento prisional, com o objetivo de garantir o direito à educação à população recluída e, dentro desta, a um grupo particular: a população recluída para a qual o português é língua de acolhimento. Assim, procuram-se respostas para os diferentes desafios colocados às duas instituições, nomeadamente: (i) a importância da língua de acolhimento, enquanto “saber, saber-fazer” (Grosso, 2010, p.69) como instrumento de integração e sociabilização no contexto específico de reclusão; (ii) o papel da aprendizagem da língua de acolhimento como processo preferencial e estruturante de reinserção social e do desenvolvimento socioprofissional; (iii) a capacidade da escola agir sobre os seus públicos diversos por forma a garantir a inclusão (entendida como a “complexificação” da integração); (iv) o trabalho a desenvolver pela escola, no quadro de aprofundamento da autonomia da mesma, no sentido de assegurar uma teia de protocolos e procedimentos conducentes à superação de desafios emergentes. No que respeita à metodologia, procurou-se recolher e analisar informação pertinente e refletir sobre a temática (o português língua de acolhimento (PLA) em contexto de reclusão) e acerca do modo como as organizações envolvidas operacionalizam a aplicação dos normativos vigentes. Recorreu-se, para isso, à pesquisa documental, à realização de entrevistas e à aplicação de um questionário. Assim, numa fase inicial, o trabalho debruça-se sobre questões teóricas que enquadram o problema, e, numa fase posterior, efetua-se uma análise mais concreta, que inclui a análise dos dados recolhidos. O estudo efetuado permitiu perceber que o trabalho ao nível da língua de acolhimento deve contribuir para que o recluso se integre na sociedade que o acolhe; que o PLA tem um papel fundamental na reinserção social; que a escola assume o seu contributo nesse processo diverso e peculiar; apesar de algumas limitações e condicionamentos com que ela (escola) se depara.
Even though for more than seven decades the Universal Declaration of Human Rights decreed that "everyone has the right to education" (art. 26), we can see that this is far from guaranteed for a substantial part of the population even today. Although the numbers are not so unpleasant in industrialized countries, because literacy and economic performance tend to behave relatively symmetrically, the volume of illiteracy is measured in the millions, even in the most developed economies. However, the role of states becomes even more challenging if we look at the contexts within a society that is, as a rule, at its margins. It is to these areas that this paper is directed: the work that a school establishes with a prison to guarantee the right to education to the excluded population and, within this group, to a particular group: the excluded population for whom Portuguese is the host language. Thus, answers will be sought to the different challenges posed to both institutions, namely: (i) the importance of the host language, as "knowledge, know-how" (Grosso, 2010, p.69 ) as a tool for integration and socialization in the specific context of imprisonment; (ii) the role of host language learning as a preferential and structuring process of social reintegration and socio-professional development; (iii) the ability of the school to act on its various publics to ensure inclusion (understood as the "complexification" of integration); (iv) the work to be developed by the school, within the framework of deepening the autonomy of the school, to ensure a web of protocols and procedures conducive to overcoming emerging challenges. Regarding the methodology to be followed, we'll seek to collect and analyze relevant information and reflect on the theme: Portuguese as a host language in the context of imprisonment and how the organizations involved operationalize the application of existing regulations. For this, documentary research, interviews, and a questionnaire were used. Thus, at an initial stage, the work focuses on theoretical issues that frame the problem at a later stage, a more concrete analysis is conducted which includes the analysis of the data collected. The study made it possible to realize that the work in the host language should contribute to the inmate's integration into the host society; that PLA has a fundamental role in social reintegration; that the school assumes its contribution in this diverse and peculiar process; despite some limitations and constraints that it (school) faces.
Even though for more than seven decades the Universal Declaration of Human Rights decreed that "everyone has the right to education" (art. 26), we can see that this is far from guaranteed for a substantial part of the population even today. Although the numbers are not so unpleasant in industrialized countries, because literacy and economic performance tend to behave relatively symmetrically, the volume of illiteracy is measured in the millions, even in the most developed economies. However, the role of states becomes even more challenging if we look at the contexts within a society that is, as a rule, at its margins. It is to these areas that this paper is directed: the work that a school establishes with a prison to guarantee the right to education to the excluded population and, within this group, to a particular group: the excluded population for whom Portuguese is the host language. Thus, answers will be sought to the different challenges posed to both institutions, namely: (i) the importance of the host language, as "knowledge, know-how" (Grosso, 2010, p.69 ) as a tool for integration and socialization in the specific context of imprisonment; (ii) the role of host language learning as a preferential and structuring process of social reintegration and socio-professional development; (iii) the ability of the school to act on its various publics to ensure inclusion (understood as the "complexification" of integration); (iv) the work to be developed by the school, within the framework of deepening the autonomy of the school, to ensure a web of protocols and procedures conducive to overcoming emerging challenges. Regarding the methodology to be followed, we'll seek to collect and analyze relevant information and reflect on the theme: Portuguese as a host language in the context of imprisonment and how the organizations involved operationalize the application of existing regulations. For this, documentary research, interviews, and a questionnaire were used. Thus, at an initial stage, the work focuses on theoretical issues that frame the problem at a later stage, a more concrete analysis is conducted which includes the analysis of the data collected. The study made it possible to realize that the work in the host language should contribute to the inmate's integration into the host society; that PLA has a fundamental role in social reintegration; that the school assumes its contribution in this diverse and peculiar process; despite some limitations and constraints that it (school) faces.
Descrição
Palavras-chave
População reclusa estrangeira Reinserção socioprofissional Educação não formal Português língua de acolhimento Foreign inmate population Socio-professional reinsertion Non-formal education Portuguese as a host language