Diagnóstico sociolinguístico de escolas estaduais da área urbana de Santarém

Abstract

The sociolinguistic diagnosis of state schools in the public network of Santarém (PA) aims to bring a survey of schools in which there are speaking students who do not have Portuguese as their mother tongue and describe their linguistic context. The methodology was initially constituted from bibliographic research on the subject, and then, with the application of questionnaires directed to managers, teachers and students, basing their choice on Seiffert (2014). The work has six chapters that unfold to introduce the theme, describe the linguistic diversity of Brazil and Santarém, explain the factors that contributed to their linguistic context, describe the diagnosis applied and discuss the results. Its theoretical foundation is based on concepts and definitions in the context of plurilingualism and brings authors such as Calvet (2007), Lagares and Savedra (2012), as well as evidence of the linguistic diversity of Brazil brought by Costa (2021), the diagnosis was applied to three managers, six teachers and nine students from three schools in the state network, the components were chosen due to the difficulty of communication with the rest of the school body, however, for future research and diagnoses, the insertion is considered important, due to its importance and composition in the linguistic context of the school, and was carried out through online questionnaires through “google forms”, and in person, following the biosecurity protocol of covid-19. Data collection took place from 2021 and ended in 2022. Through the data collected, the sociolinguistic diagnosis revealed the need for guidance, training and training for teachers and managers to better deal with the linguistic context of schools, pointed out the lack of pedagogical practices aimed at non-native Portuguese students, in addition to the need for linguistic policies aimed at the Santareno linguistic context. In relation to the mother tongue, this is the preference in communication within the family, while Portuguese is the language used in the school space and on city tours. Furthermore, the diagnosis made it possible to recognize the linguistic diversity of schools and counts as a basis for future sociolinguistic interventions in the presented contexts.