Reflexões sobre a educação bilíngue de português e inglês em escolas com contexto bilíngue

Abstract

The objective of this work is to comprehend the intricacy of bilingualism and bilingual The objective of this work is to discuss bilingualism and bilingual education of Portuguese and English, as well as highlighting some elements related to pedagogical practices in this modality. The bilingual education has a broad conceptualization, depending on economic, cultural, social and political factors. The lack of regulation concedes to each school adoption

of its own methodology, which is worth reflecting and justifies studies on this theme. This work is a resulte from a qualitative research, with a bibliographic type, in which a selection, reading and systematization of theoretical references was carried out as Megale (2005, 2018, 2019), discussing the definitions of bilingualism, concepts related to bilingual education and its regulations; Vitor (2016) presents the different types of bilingual schools; Dias (2020) approaches the definition of literacy, the process of literacy and the bilingual pedagogical practices; Moura, Franca and Ferreira (2020) discusses about the literacy of bilingual children; Moreno and Tonelli (2016) in which they present contributions related to pedagogical practices to be used for the teaching of the English language in a bilingual context; and Figueiredo (2019) in which are exposed pedagogical practices that can help in the learning of the additional language valuing child’s development. The work is divided in two chapters: in the first chapter, is approached the complexity in defining bilingualism and the bilingual subject; and the conception of bilingual education and its different types and regulation. In the second chapter, is discussed children’s learning process in a bilingual context and pedagogical practice in bilingual schools. The research findings allow to comprehend bilingualism as a vast phenomenon and that needs to be treated as such, in addition to questioning the existence of the perfect bilingual subject. In this way, pedagogical practices are necessary that contemplate the complexity of the bilingual subject and bilingual education itself.