O processo de ensino-aprendizagem e a (trans)form(ação) de uma professora de português como língua de acolhimento.

Abstract

This study deals with experiences related to the teaching-learning process of Portuguese as an additional language (AL) and welcoming language (PWL) in different contexts and how my (trans)form(ation) as a teacher took place throughout these different experiences. I adopt the term (trans)form(ation), as proposed by Micolli (2010), and understand that it is the cyclical and infinite process of formation, action and transformation that I went through as a professional and person, the “unlearning of the imposed and the assumed” and the “relearning to be (future) language teachers” (Borelli; Silvestre; Pessoa, 2020, p. 309). This research shows that it is not about learning, unlearning and relearning in a fixed sequence, but an intricate process of constant formation and transformation based on actions and reflections. This study is written in the first person (alternating between I and we) and can be classified as a qualitative (Triviños, 1989) autoethnographic study (Ellis; Bochner, 2000) that used, as data sources: narratives and memories; photographs; screenshots from video recordings or tasks carried out online; excerpts from the Portuguese for Refugees textbook “Pode Entrar”; teaching materials produced by the class teachers, such as slides, exercises, etc.; video recordings of classes, using the Google Meet platform's own resource; video recordings of reflective sessions, using the Google Meet platform's own resource; PWL lesson plans that took place throughout the MoVe Program in 2020 and 2021. These materials served as guiding threads for the experiences and reflections presented and discussed, which demonstrated how, throughout the experiences I had with different classes and contexts, I was able to gradually mature as a professional and human being, learning from the students and transforming myself. In the end, I understand that everyone is a teacher and everyone is a student and everyone deserves to be heard, respected and welcomed. Education should aim at collective (trans)formation.