Abstract
The aim of this text is to describe how the Portuguese language teaching and learning process of the Haitian children enrolled in Elementary School in three municipal schools in Sinop, Mato Grosso, Brazil, takes place, based on the voices of the educational team. It is an interpretive qualitative research, developed with 6 (six) children, 8 (eight) teachers and 3 pedagogical coordinators. For data collection, semi-structured interviews, participant observation and records in a reflective diary were carried out. Data show that it takes a lot of effort from teachers to integrate students into school activities related to learning the Portuguese language. They also show that children have a linguistic plurality typical of their people, which directly influences the process of building their identity and the appropriation of the new language.
Published Version
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