Portunhol escolar: o mosaico linguístico nas escolas municipais de Ensino Fundamental em Foz do Iguaçu

• Ano de defesa: 2026
• Autor(a) principal: Reisdorfer, Ana Cláudia Zimmer
• Orientador(a): Tallei, Jorgelina Ivana
• Banca de defesa: Lunardelli, Mariangela Garcia , Rocha, Marcelo Augusto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino
• Departamento: Centro de Educação e Letras
• País: Brasil
• Palavras-chave em Português: Fronteira; Foz do Iguaçu; Imigrantes; Translinguagem; Portunhol escolar
• Palavras-chave em Inglês: Border; Foz do Iguaçu; Immigrants; Translanguaging; School Portunhol
• Palavras-chave em Espanhol: Frontera; Foz do Iguaçu; Inmigrantes; Translingüismo; Portuñol escolar
• Área do conhecimento CNPq: EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: https://tede.unioeste.br/handle/tede/8457

This study investigates the linguistic repertoires present in the notebooks of fifteen Spanish-speaking immigrant students enrolled in the early years of elementary education in nine municipal schools in Foz do Iguaçu, Paraná. The city, marked by the constant circulation of languages due to its border condition, constitutes a favorablespace for the formation of multiple repertoires, which manifest in school interactions and, in particular, in students’ everyday writing. These records reveal specific modes of meaning-making constructed by the students throughout their learning processes and are understood as part of their educational trajectories, migratory experiences, and the relations of linguistic coexistence that characterize the region. In this context, the investigation is guided by the following question: in what ways do the linguistic repertoires of immigrant students manifest in their writing and what do they reveal about learning in a border context? The general objective of this research is to analyze the linguistic repertoires mobilized by students in their written productions in the municipal schools of Foz do Iguaçu, interpreting the occurrences according to the Portunhol typology proposed by Tugues Rodríguez, Nadin, and Giménez-Folqués (2022). The methodology adopted is qualitative in nature, following Denzin and Lincoln (2006), and assumes an interpretive perspective that considers the meanings produced by students within the contexts in which they write. The research corpus consists of photographs of school notebooks belonging to fifteen Spanish-speaking immigrant children, collected during visits to municipal schools. The data construction process involved observation, dialogue with teachers, and the systematic documentation of written productions, which were subsequently organized and analyzed. From this analytical process emerges the concept of school Portunhol as a situated practice and as a resource mobilized by students in their writing trajectories. The theoretical framework articulates Sociolinguistics (Bortoni-Ricardo, 2014); language contact (Weinreich, 1974; Altenhofen & Thun, 2016; Schneiders, Busse, & Salvini, 2020); translanguaging (Zolin-Vesz, 2014; Yip & García, 2018; García & Lin, 2017; Canagarajah, 2011); and Portunhol (Sturza, 2019a; Lipski, 2006; Mota, 2012; Zolin-Vesz, 2014; Andrade & Carlos, 2020; Arruda & Tamwing, 2023). Throughout the study, it becomes evident that the presence of immigrant students in the school context poses challenges but also expands pedagogical possibilities, demonstrating the need for schools to recognize the diversity of repertoires and multiple ways of learning. The records found in the notebooks show that students’ writing reflects not only a learning process but also their cultural and linguistic experiences in the border region, reaffirming school Portunhol as a constitutive part of their educational trajectories.