POR UMA PEDAGOGIA DA FRONTEIRA

Abstract

SUMMARY

This work sought to think about the relevance of the pedagogy course in the city of Guajará-Mirim, with the specific objectives of analyzing the role of the Portuguese language curriculum on the border and understanding the impact of the Pedagogy course on education in/on the Border, having considering that the course is offered by the Federal University of Rondônia and this was the first higher education institution on the Guajará-Mirim/Guayaramerin border. When the subject is about borders, we bear in mind that the city has many immigrants, and in schools it is necessary to look at diversity so that the teaching is understood. It is important to highlight that the rigid curriculum makes learning difficult and restricts the potential of teacher training. Being qualitative research, our research methodology is divided into auto-ethnography, bibliographical survey and exploratory and descriptive research. The results show that the course has expanded its curriculum to a greater focus on teaching the Portuguese language, which has the positive point of including literature and other languages, but has not yet included the teaching of Portuguese as a second language and even less so from the perspective of social practice. of border language, with elements of the Spanish and Portuguese languages ​​widely used in interactions between Brazilians and Bolivians. The welcoming practices of the language practices of the border society, restricting these themes only to the scientific initiation project Ruedas de Conversações: School Practices of Reception and Teaching for immigrants that disseminates its research through the Revista Culturas e Fronteiras by the Interdisciplinary Studies of the Borders group Amazonas - Geifa.

Keywords: Border pedagogy. Language practices on the border. Border teacher training.