UMA PESQUISA NARRATIVA SOBRE ENSINO DE LÍNGUAS E FORMAÇÃO DOCENTE A PARTIR DAS EXPERIÊNCIAS VIVIDAS POR ADOLESCENTES VENEZUELANOS EM REFÚGIO NO BRASIL

Abstract

In this article, based on the results of the first author's master's thesis, we seek to explore the stories composed alongside the research participants, aiming at understanding who we are and who we are becoming on the educational landscapes where we live as language studies researchers, one as a language teacher and the other as a teacher educator at the university. The stories were built from the experiences lived by Saph and Sonnie, two young Venezuelans aged 14 and 17 in refuge in Senador Canedo, Goiás, since 2018. Through the narrative inquiry methodological approach (CLANDININ; CONNELLY, 2000), we used autobiographical poems, photographs, field notes and diaries, conversations through video calls and text messages to compose field texts. The theoretical framework comprises studies by Lopes (2020), Candau (2016), Silva (2014) and Walsh (2019) on critical interculturality as a pedagogical perspective, and by Alves (2001), Greene (1995) and Schwab (1973) on curricular matters. By engaging in this narrative inquiry, we discuss about narratives of inclusion, curriculum and language teacher education; we analyze how the research participants were (not) welcomed by their schools in Brazil; we draw a relationship between curriculum as a course of life and the process of reception and integration of the teenage Venezuelans in the academic environment, and we highlight our responsibility as educators in the knowledge landscapes as language teachers.