“Many things they speak wrongly because there is this mix of the german language”: teachers’ voices about the education in contexts of immigration languages

Abstract

In this article we intend to socialize partial results of a survey of interpretive base that aimed to investigate the positioning of teachers working in basic education in relation to the bi/multilingual contexts from the region of Vale do Itajaí, SC. The survey primarily used semistructured interviews as the main instrument. The analysis of the registries was guided by the theoretical bias of Applied Linguistics as well as Cultural Studies. The registries suggest that some of the interviewed teachers demonstrated recognition in relation to the bilingualism of the social group where the school is located. In contraposition, we realized from some of the statements that the role of schools is teaching only the majority language of the country, to detriment of the immigration languages. The data also indicated a conflict of identity experienced by the teacher as a speaker subject of a minority language and, at the same time, as a teacher subject. This conflict seems to resonate the policies of nationalization of education, which contributed to the construction and maintenance of the myth of monolingualism in Brazil.