Os Bárbaros Bilíngues em La Boda e Escuela: a adolescência e assimilação de duas irmãs migrantes
DOI:
https://doi.org/10.5007/2175-7968.2020v40nespp87Resumo
Nesse artigo, eu argumento que os documentários de Hannah Weyer, La boda (2000) e Escuela (2002), usam a metáfora da angústia adolescente para explorar como países receptivos tendem a igualar o processo bem sucedido de imigração com o de chegada à vida adulta. Com seu discreto trabalho de câmera, Weyer convida o espectador a tomar consciência do perturbador paralelismo entre a maioridade das irmãs Luis e o processo de assimilação imposto a elas, como segunda geração de imigrantes nos EUA. Percorrendo diferentes estágios da adolescência, Liliana e Elizabeth lutam tanto com a transição de crianças para adultas quanto com silenciosa expectativa cultural de que, por causa da necessidade de subir na escada socioeconômica, elas devem deixar sua descendência mexicana para trás. Exemplos reais do “paradoxo do imigrante” (Coll & Marks, 2012; Markides & Coreil, 1986; Portes & Zhou, 1993; Wirth, 1931), “a revolta da segunda geração” (Gans, 1992) ou “o declínio da segunda geração” (Perlmann & Waldinger, 1997), as irmãs não parecem continuar a “assimilação direta” que foi iniciada por seus pais (cf. Park & Burgess, 1927; Warner & Srole, 1945). Baseada na assunção de que cada geração resultante da imigração passará por um processo gradual de incorporação à sociedade geral, a teoria da assimilação direta prediz uma mobilidade ascendente para cada geração no que diz respeito à educação e ao emprego por causa da crescente concentração residencial e os padrões de casamento entre diferentes raças, e da diminuição da distinção étnica no uso da língua (Waters et al., 2010). Todavia como Elizabeth e Liliana passam por turbulências financeiras, sociais e educacionais, elas não apenas demonstram falhas nessa teoria excessivamente entusiástica. Elas demonstram que do jeito que os sistemas de educação escolar e seguridade social americanos estão atualmente projetados, sua demografia foi sempre configurada para falhar de qualquer maneira (cf. Berry, 1997; Berry et al., 2006; Marks et al., 2014).Referências
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