Efeitos de sentido sobre o acolhimento de estudantes migrantes no planejamento docente

Abstract

This research is part of the research line Discursive Practices and Subjectivities of the Graduate Program in Linguistic Studies at the Federal University of Fronteira Sul (UFFS), Chapecó Campus, Santa Catarina, Brazil. It aims to analyze the effects of meaning produced about the welcoming of migrant students in the teaching planning of the Program for the Reception of Migrants and/or Refugees (PARE/SC), considering it as a discursive materiality traversed by language, history, and ideology. More specifically, the study seeks to understand how the migrant student is signified within the school context of EEB Irineu Bornhausen; to problematize the materialization of the welcoming objective present in the Political-Pedagogical Project of the Program; to interpret discursive sequences related to welcoming practices in teaching planning; and to analyze the gestures of signification produced in discourses about school practices in the public education system. This is a qualitative documentary research grounded in the theoretical-methodological perspective of French Discourse Analysis, especially based on the works of Michel Pêcheux and Eni Orlandi. The corpus consists of sixteen teaching plans from Elementary and Secondary Education and the Political-Pedagogical Project of PARE/SC, referring to the 2024 school year. The interpretative gestures carried out indicate a discursive functioning in which welcoming tends to be signified as a process of linguistic, territorial, and curricular adaptation of the migrant student to the school environment and to forms of pedagogical organization. The analyses made it possible to understand the centrality of the Portuguese language and of symbolic reterritorialization, as well as the inscription of welcoming within organizational and administrative dispositifs that tend to naturalize practices of monitoring, diagnosis, and standardization. Cultural difference is not denied, but frequently schooled and administrated within stabilized curricular frameworks. Throughout the interpretative movement, silences related to the historical and political dimensions of migration emerged, as well as effects of discursive interpellation that constitute both the migrant student and the teacher, who is interpellated to signify welcoming within institutionally organized practices. Thus, welcoming, far from constituting a neutral practice, is configured as a space of dispute over meanings, in which movements of stabilization and displacement reiterate naturalized evidences while opening possibilities of signification within public schools.