O projeto escola bilíngue português-francês na rede pública de ensino do estado do Amapá: políticas, contextos e concepções

Abstract

The main objective of this study is to identify the concepts of bilingual education present in the Portuguese-French bilingual school program, implemented in the public school system in the State of Amapá. The specific objectives developed in the sections are: to verify which global agenda is observed for the teaching of modern foreign languages; to understand how it is presented and what are the meanings of bilingual education in Brazilian educational policy, and to identify the concept of bilingual education expressed in the projects “Bilingual School of the State of Amapá” and “School with Bilingual Classes of the State of Amapá.” It was researched the reference to bilingual education present in official documents of International Organizations and Brazilian educational policy (Law n. 9394/96; Law n. 13.415/2017; Legal view n. 2/2020 - CNE/CEB), and also educational projects (Bilingual School Project in the State of Amapá and Project School with bilingual classes in the State of Amapá) and secondary sources. For this purpose, it was considered the apparent and biased meanings of policies, contexts, and concepts that guide the implementation of self-styled bilingual schools (mother tongue – foreign/additional language). In terms of theoretical-methodological, it is highlighted that it is a documentary and bibliographic research, based on the contexts of influence and text production, proposed by the Policy Cycle approach. The research assumes a dialectical reading, through the intersection between two fields of study: educational policy and language policy. This is a study with a qualitative-quantitative approach and Content Analysis was used as a technique for analyzing the data obtained. The results show that in the relationship between politics and language, there is a historical process that evidences the State's interest in using language as an instrument at its service, highlighting quality as a category when validating the adoption of external standards in the elaboration of educational policies and programs. It was also found that in official speeches, the proficiency in a foreign language is disseminated as a factor that enhances the subject's productivity and also guarantees competitiveness in the labor market. Similarly, documents from the local context carry the voices of these global discourses in the conception of bilingual education and they need a closer view at the conceptions that gave rise to this model, as an educational, social, and political movement. It was observed, based on official educational data, the reach of the French language in public schools in the State of Amapá, as well as the educational context of the institution chosen to host the bilingual school program in Macapá. We can conclude that surveys of this nature help in the construction of projects, based on local specificities, as it is the case of the State of Amapá and its border context. Furthermore, it is understood the importance of a political-linguistic evaluation that allows a replanning of actions, aiming at practices of strong forms of bilingual education that express a critical view of education as a representative social achievement of the collectivity acting in it.