Formação inicial de alfabetizadores(as) africanos(as): as experiências formativas de angolanos e bissau-guineenses no contexto da UNILAB.

Abstract

In view of the ongoing historical and social need to analyze literacy conceptions and practices linked to teacher training proposals, this dissertation seeks an understanding of the initial training of African literacy teachers at the University of International Integration of Afro- Brazilian Lusophony - UNILAB, based on training experiences in the Pedagogy degree course. UNILAB is a public institution regulated by Law No. 12.289/2010, with a view to international cooperation between nations in the Community of Portuguese-Speaking Countries (CPLP), especially the Portuguese-speaking African countries (PSAC). Using bibliographic, documentary and empirical approaches, this qualitative, exploratory research aims to problematize how the course provides and develops theoretical and practical elements that cover the specificities of literacy and literacy in the initial training of foreign literacy teachers, adopting UNILAB-Malês Campus in São Francisco do Conde/BA as the research locus. In order to do this, seminar interviews were carried out with 2 students and 2 graduates of Angolan and Bissau Guinean nationality, as well as 1 Brazilian teacher on the Pedagogy degree course at the institution who teaches subjects related to the field of language and literacy. In addition, there was a documentary analysis of material sources from the university and the degree course in question, specifically from the academic center researched. The data revealed that the subjects had different training experiences across the dimensions of teaching, research and extension, whose practices covered ethnic-racial themes that reflect on the dynamics of initial training at UNILAB to work in the literacy process, contributing to their teaching experiences in Brazil or in their countries of origin. Although not all the experiences were related to the linguistic facet, there was a dialogue with the interactive and sociocultural facets recommended by Magda Soares for the appropriation of written language. During and from initial training, there is the richness of the linguistic diversity of the countries of integration, in which the subjects highlight the importance of valuing African and Afro-Brazilian cultures during teaching and learning. Due to the legitimacy of this study involving subjects trained in a context of unique socio-cultural exchanges, it is hoped that the knowledge derived from the research will contribute to the University and reverberate in the training of Africans to teach literacy, especially in the field researched.