CONTEXTO DE ENSINO BILÍNGUE: POLÍTICAS LINGUÍSTICAS

INTRODUCTION: The present work is a report on the research “Bilingual teaching contexts: linguistic politics” AIMS: Such research had as its primary objective to map the bi/multilingual school contexts in which the participants of the Extension Course in Plurilingualism and Global Education, offered at Pontíficia Universidade Católica do Paraná, are working, considering the first language of the speakers, the languages of instruction used in the schools, and the education of the teachers involved. MATERIALS AND METHODS: To achieve this objective, relevant texts on bilingualism, linguistic politics, and teacher formation were chosen for a literature review. The selected works were by Kadri, Saviolli and Santos (2022), Liberali and Megale (2016), Megale (2019), Silva and Silva (2022), Sousa and Soares (2014), Potrich and Welp (2022), Morello (2016) and Megale and Liberali (2021), as well as official documents such as Brasil (2020) and Brasil (2018). Then, based on this bibliography, a digital questionnaire was elaborated on the Google Forms platform, to outline the profile of the teachers who participated in the research and map the school contexts in which they work through quantitative and qualitative data. RESULTS: Through an in-depth and substantiated analysis of the 25 answers that were obtained, the primary objective of this research was achieved. The results indicate that the profile of the teacher in a bilingual context is mostly constituted of women around 36 to 45 years old who graduated in Letras – Portuguese/English. More than 80% teach the subject of English and 100% of the participants work with English in a bilingual context. That confirms the proposition that, in Brazil, bilingual teaching is related to the prestigious languages. Beyond the Extension Course, 83.3% of the teachers sought to further their formation in the topic of bi/plurilingualism and bilingual education. Regarding the mapping of bilingual institutions in which the participants work, it was found that 95% of them are private, besides being located in a capital and being considered large educational institutions. However, when analyzing the reason why these schools proclaim themselves bilingual, it was noted that most of them are not in accordance with the National Guidelines for Plurilingual Education in Brazil, seeing as 70% agreed that the reasoning for most institutions is the adoption of materials in the additional language. Furthermore, few teachers believe to have in-depth knowledge of the new Guidelines, which shows that the lack of education in this area harms not only the practice but also the theoretical knowledge of the teachers. FINAL CONSIDERATIONS: The researchers believe that, through this research, it was possible to enrich the discussion regarding bilingual education in Brazil, proposing an analysis of the professionals and of the real contexts in which it happens.

KEYWORDS: Bilingual Education; Linguistic politics; Teachers; Mapping of bilingual contexts; PUCPR.