Subjetividades em trânsito

interações de imigrantes com o português como língua de acolhimento sob a ótica da formação docente e da psicanálise

Abstract

The article discusses the teaching of Brazilian Portuguese as a language of welcome in migratory contexts, through a dialogue between psychoanalysis, critical language education, and decolonial perspectives on teacher education. The objective is to reflect on the subjective effects of learning Portuguese as a language of welcome by subjects in situations of migration, as well as on the implications of these effects for the education of language teachers in migratory contexts. The theoretical framework articulates contributions from psychoanalysis (Freud, Lacan, Melman, Gebrim), language studies, and critical and decolonial education (Freire, Walsh, Moita Lopes). Methodologically, this is a qualitative, interpretive study grounded in reports of experiences lived in Brazilian Portuguese leveling classes offered to Haitian and Venezuelan immigrants within the scope of a university extension program. The analysis of episodes of refusal and linguistic forgetting shows that learning the language of welcome involves symbolic conflicts related to affiliation, desire, and belonging. It is concluded that teacher education needs to move away from technical and assimilationist models in order to assume an ethics of care, listening, and the welcoming of heterogeneity, recognizing teachers as agents of social transformation in migratory contexts.