Pesquisa global sobre língua, cultura, identidade e 'ensino bilíngue': ciências em um entrelaçar

• Ano de defesa: 2018
• Autor(a) principal: Avelar, Regina Paula Ambrogi
• Orientador(a): Hanna, Vera Lúcia Harabagi
• Banca de defesa: Verdolini, Thaís Helena Affonso , Bottaro, Silvia Etel Gutiérrez , Bastos, Neusa Maria Oliveira , Gebara, Ana Elvira Luciano
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Letras
• Departamento: Centro de Comunicação e Letras (CCL)
• País: Brasil
• Palavras-chave em Português: pesquisa mundial sobre bilinguismo; competência global; ensino bilíngue; linguacultura; identidade (cultural)
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES
• Link de acesso: http://dspace.mackenzie.br/handle/10899/25211

Throughout this thesis we have brought numerous examples of objects from the media - Brazilian and international press - in addition to objects from the sciences which pointed to both the alleged disadvantages, along with the advantages, of bilingualism and the teaching done in at least two languages for about one century long. We interwove knowledge of the three major fields of science, the Humanities, the Biological and the Exact, aiming at a broad view of bilingualism in order to see its importance in the current world scenario in which peoples are in immigration and there are contexts of linguistic-cultural conflict in vogue. Some authors who gave us theoretical background were the physiologist Bervely A. Clark (2000), the educator Antonieta Megale (2005), the anthropologist Néstor García Canclini (2006), the neuroscientist Angela de Bruin (2015) and the psychologist Ellen Bialystok (2017). In addition to these, we have brought from physics Thomas Kuhn (1962) and the conceptualization of paradigm; by Michael Agar (1994), anthropologist and also an ethnologist, we have brought the languaculture axiom; from Cultural Studies, the concept of cultural identity of one of its founders, Stuart Hall (2003), and the recent conceptualization of global competence of the researcher Vera L. H. Hanna (2018); the concept of culture of the philosopher Terry Eagleton (2005), and the conceptualization of bilingualism by François Grosjean (2008). All these concepts have based the formulation of a questionnaire for conducting a world statistical research on language, culture, identity and 'Bilingual Teaching' - elements which are substantiated first on the language(s) that forge(s) the bilingual individual. Our initial hypothesis was that the paradigms of science would have extrapolated their boundaries and would be reproduced in the common sense of citizens without having their essence altered, which in fact was confirmed. We have proposed, as well, nine parameters for the regulation of the so-called 'Brazilian Bilingual Education' - the education made by international schools, bilingual schools themselves, and the 'bilingual programs' for regular schools - since we have identified the lack of regulation for this sector, which is booming in the country, and urges references, so that Brazil can change the statistics of having only about 3-5% of its population within the bilingual condition.