Banca de DEFESA: REJANE BORJA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : REJANE BORJA
DATE: 15/05/2026
TIME: 10:00
LOCAL: Virtual
TITLE:

THE ECOLOGY OF TEACHING PORTUGUESE AS
A NON-NATIVE LANGUAGE IN BRAZIL: A Descriptive-Relational Statistical Analysis

 

KEY WORDS:

Portuguese as a Non-Native Language; Portuguese as a Foreign
Language; teacher education; interculturality; descriptive statistics; relational
reading of data.

 

PAGES: 224
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

In contemporary Brazil, the expansion of the teaching of Portuguese as a Non-Native
Language (PLNM), associated with human and academic mobility and the
internationalization of the language, broadens educational demands in plurilingual,
intercultural, and socially vulnerable environments, making the field’s challenges and
vulnerabilities more visible. This study maps the profile of individuals linked to the
field and examines how presence, permanence, and discontinuity are articulated
with educational, institutional, and professional conditions. The research is based on
two structured and anonymous questionnaires: one addressed to individuals linked
to the field and the other to higher education institutions in the field of Languages,
with a focus on Portuguese, answered by 363 participants and 34 institutions across
the five Brazilian macro-regions. The analysis is quantitative and is developed
through descriptive statistics, guided by a relational reading of the data, with
distributions, percentages, and cross-tabulations between variables, without
inferential tests or claims of causality. As an interpretive axis, it adopts the notion of
“ecology of teaching” in PLNM, understanding practice as a web of interrelations
among teacher education, intercultural mediation, student populations, resources,
ties, and working conditions. Through this relational lens, the trajectory of
professional engagement is organized into four analytical layers: latent interest,
effective teaching practice, teacher attrition, and self-declared non-belonging. The
results outline a national panorama marked by territorial asymmetries, gaps in
teacher education, and instability in provision. In triangulation with the institutional
survey, the study indicates that PLNM teaching depends on conditions of support. It
is within this unequal web of training, provision, and support that, on a national scale,
the points at which the field advances and those at which it becomes fragile become
evident.

 

COMMITTEE MEMBERS:
Interno - CANDIDO SAMUEL FONSECA DE OLIVEIRA
Externa à Instituição - LILIANE DE OLIVEIRA NEVES - CEFET-MG
Interna - NATALIA MOREIRA TOSATTI
Presidente - PATRICIA RODRIGUES TANURI BAPTISTA