O Multilinguismo na perspectivas de docentes do ensino fundamental I: impactos do fluxo migratório em uma escola da zona centro-sul de Manaus

Abstract

Multilingualism, intensified by contemporary migratory flows, is both a challenge and an opportunity in the Brazilian educational context. The aim of this study was to investigate the conceptions and main challenges faced by primary school teachers in a public school in the central-southern area of Manaus in the face of growing linguistic diversity in the classroom. The research started from the premise that Brazil, despite its multilingual reality, maintains predominantly monolingual school practices, centered on standard Portuguese, disregarding the plurality of languages present in educational spaces. With a qualitative approach, basic nature and exploratory objectives, the study adopted the instrumental study case method. The data were collected through semi-structured questionnaires applied to teachers at the school and analyzed using Thematic Content Analysis, according to Bardin (2016). The results showed that teachers recognize multilingualism as a present and growing phenomenon in everyday school life, especially after the increase in Venezuelan migration to Manaus. However, they face significant difficulties in providing pedagogical support to migrant students, mainly due to limitations in their initial training and the lack of ongoing training focused on linguistic diversity. There is also a lack of institutional support and effective public policies to guide inclusive pedagogical practices that are sensitive to the students' languages. The research also revealed a mismatch between official discourses that recognize linguistic diversity as a value and school practices that still operate under a logic of homogenization. Teachers reported a lack of suitable teaching materials, intercultural teaching strategies and specific training to work in multilingual contexts. On the other hand, they showed openness and willingness to adapt their practices, provided they receive institutional support and adequate training. It was concluded that the recognition of multilingualism as an educational right requires the articulation of language policies, teacher training and contextualized pedagogical practices. The school, as a privileged social space, needs to guarantee the linguistic and cultural reception of migrant students, promoting an education that values diversity and combats symbolic exclusion.