Exploring belonging, investment and territory: a qualitative analysis of Portuguese as an Additional Language didactic materials in Brazil
DOI:
https://doi.org/10.26512/rhla.v22i2.47907Keywords:
Territoriality, Belonging, Investment, Didactic book, Portuguese as an additional languageAbstract
Teaching and learning Portuguese as an additional language has received progressive attention from researchers in the last two decades in the literature of Applied Linguistics in Brazil. Despite this fact, there are still gaps in language education studies that are concerned with bringing to light debates about belonging, investment and territory in language education contexts. In view of this demand, this work aims to discuss excerpts obtained from didactic materials for teaching Portuguese as an additional language, published in recent decades in Brazil, based on an integrative model that comprises the constructs of language, belonging and investment as vehicles of territoriality. Through a qualitative analysis of the treatment given to themes such as the migrant and the territory in the text fragments, the results demonstrate that it is possible to adopt strategies to foster territorialization in language education contexts for migrants by developing materials based on a critical posture to ideologies that tend to limit migrants’ agency. This paper also intends to favor the broadening of discussions in the literature about the urgency of institutionalizing Portuguese as an Additional Language in Brazil, as well as highlighting the need to (re)think teacher training in face of the reality of a contemporary Brazilian State with increasingly liquid borders.
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