Maristela Pereira Fritzen

Ich spreche anders, aber das ist auch deutsch: línguas em conflito em uma escola rural localizada em zona de imigração no sul do Brasil

Bilingualism/multilingualism as a social phenomenon is still little recognized in the Brazilian scenario, despite it has gotten space in the academy. Usually, Brazil is seen as a monolingual country, where the Brazilian Portuguese is the only language spoken. There are, however, contexts of minority languages (indigenous groups, groups of immigrant, border regions, deaf communities) in which the use of several languages is the rule. In these sociolinguistically complex contexts there are both asymmetric and conflicting relations between the hegemonic language and minority languages, usually stigmatized. This study develops itself from the results of an ethnographic research, focusing the language conflict that is present in a rural school located in a bilingual/multilingual community in a region of German immigration in the south of the country, where, even nowadays, children learn at home the inherited language, which is used in the familiar and social contexts. With a theoretical basis mostly acquired from bilingualism analyzed from a social perspective and from the perspective of the Cultural Studies, the main aim of this article is to problematize the language contact/conflict situation existing in the target region and its interface with identity questions built in the hegemonic discourses. Moreover, it is discussed the way these conflicts emerge in the interactional relations between teachers and among teachers and students within school. The data suggests that the communitys bilingualism gets into school, and that the language and identity conflicts become even stronger within the social interactions among the individuals that live together in that space.

“A GENTE FALA MUITO ERRADO O PORTUGUÊS”: REPRESENTAÇÕES SOBRE LÍNGUAS EM UM CONTEXTO PLURILÍNGUE

Este artigo tem por objetivo discutir representacoes sobre as linguas alema e portuguesa que emergem dos enunciados de diferentes geracoes de uma familia residente no Sul do Brasil, que mantem o alemao como lingua de heranca. Os dados foram gerados por meio de entrevistas e fazem parte do corpus de uma pesquisa mais abrangente, de cunho interpretativista, vinculada as areas de Educacao e Linguistica Aplicada. Os dados sugerem que as representacoes construidas pelos sujeitos nao sao estanques, mas estao relacionadas ao momento historico no qual estao inseridos, as suas experiencias vividas e aos discursos sobre as linguas e seus falantes produzidos socialmente e em torno de suas comunidades.

Inter) relations between literacy practices in the writing of narratives in German and Portuguese by children living in the context of German as a heritage language

This article discusses some of the results of a broader research which aimed at understanding (inter) relationships established between reading and writing practices in German and Portuguese languages of primary school children and the context of inheritance language where they are inserted. For the theoretical dimension, the study follows the perspectives of Applied Linguistics and Education, focusing intercultural contexts. This qualitative-interpretative research had as setting a municipal school located in a rural area of the city of Blumenau, Santa Catarina. Regarding the methodological procedures, two proposals were used to produce written narratives, one in Portuguese and the other in German language. The results suggest that (i) children have limited dominance of the narrative structure, applying it partially in productions in both languages; (ii) vocabulary and grammatical structures are characteristics of everyday ordinary language practices; (iii) students are not aware of or they have not internalized spelling rules especially in German. The results of the research affirm the importance of guaranteeing the learning of the inheritance language in formal education, alongside Portuguese, in similar bi/multilingual contexts.