In this contribution, we reflect upon migrants’ right to linguistic education as a specific dimension of their right to education. Based on the Linguistic Human Rights approach (Skutnab-Kangas Phillipson, 1995; also Hamel, 1995; Oliveira, 2003), we will argue that migrant and refugee students should see their right to linguistic education acknowledged in parallel to their right to education. Based on bibliographic and documentary research, we use the deductive and, mainly, the comparative method, in order to analyze the similarities and differences between individuals, phenomena and facts involved. Since the migrant and refugee school population is extremely heterogeneous, from a linguistic and cultural perspective, we will reflect upon concrete language policies and practices that can be developed in the Brazilian and German contexts in order to ensure the right to linguistic education. We argue that the implementation of pluralistic approaches to language learning and teaching might be a pedagogical tool to assure that right.
Nesta contribuição, refletimos sobre como a Sensibilização à Diversidade Linguística (SDL) (CANDELIER, 2003), aliada aos Métodos Visuais (MELO-PFEIFER & SIMÕES, 2017; KALAJA & MELO-PFEIFER, 2019), pode colaborar no desenvolvimento da competência plurilingue e pluricultural (COSTE; MOORE; ZARATE, 2009) de migrantes e refugiados recém-ingressos na Universidade Federal do Paraná (UFPR). Para tanto, durante a disciplina Português: Práticas Textuais Acadêmicas, ofertada pelo curso de Letras para esse público, exploramos as biografias linguísticas dos discentes para que, primeiramente, eles se reconhecessem como sujeitos plurilíngues. Assim, ao final da atividade, os alunos puderam refletir sobre como essas línguas, que compõem seus repertórios linguísticos, podem auxiliá-los no aprimoramento da língua-alvo, neste caso, do português acadêmico.
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