Banca de DEFESA: CAMILA DA SILVA LUCENA

NARRATIVES OF WELCOME: political-discursive resonances of/in the school integration of the Venezuelan migrant/refugee in the municipality of Igarassu/PE

Refugees. Venezuelan. School. Reception.

This work has as a general objective to analyze the political-discursive resonances of/in the school integration of Venezuelan migrants/refugees in Igarassu/PE and its possible implications in the narrative of the subjectivity of this migrant youth. In 2018, with the arrival of the new profile of students in public schools in the cities of the metropolitan region of Recife awakened us the alert that the schools, at this moment, were not prepared for such insertion, nor was the school community as a whole, composed of employees of various functions and the parents of the students. This scenario, accompanied by a critical moment in the Brazilian political arena, provokes us to seek how the Venezuelan children and youngsters, who arrived in Brazil as refugees, and their families are being treated in schools. Initially, following this issue from its repercussion in the virtual space, we understand that the arrival of Venezuelans in Brazil is not only considered a humanitarian cause, but an extremely political one. Therefore, the interest and the need to evaluate the political-discursive resonances of the school integration of Venezuelans in Brazil. Taking into account the processes of subjectivation and identification, we believe that bringing to discussion the political-discursive resonances of the school integration process of Venezuelan refugees allowed us to understand how the construction of an imaginary about the refugee space and the refugee subject have direct consequences on language teaching, With the contact, we can identify what the change of language, or the dual use, that is, the crossed use of both languages in different conditions and sayings, tells us discursively in terms of effects of meaning, which will allow us to understand what it means to teach mother tongue and foreign language in the context of migration. The first movement of analysis was around the conditions of production of the arrival of Venezuelans to Brazil, recovering the political and historical context that culminated with the crisis in Venezuela and how this has repercussions in Brazil, from readers' comments in the virtual space, etc; Next, we carried out an ethnographic work at school, from which we selected the discursive sequences for the analysis of the constitution of subjectivity of migrant/refugee students at school; then we started interviews with teachers; and finally (4) we conducted the workshop of drawing and text with Venezuelan children and adolescents, these last two steps being the objects of the main analysis of this research. As a result, we find the operation of the discourse about the Venezuelan migrant/refugee and that of the Venezuelan migrant/refugee discourse. The first operation characterizes the Venezuelan student as a stereotyped pattern, interdicts his language, culture and memory, and imposes a way of acting in order to be accepted. The second operation, through what we call discursive reappropriation, shows the forms of resistance of the Venezuelan subjects in/by language. Finally, I advocate the creation of active and sensitive listening spaces to allow the re-appropriation of discourse and the resistance of voices of Venezuelan migrants/refugees through an intercultural and decolonial perspective.