ABSTRACT
This article discusses the teaching of Brazilian Portuguese to immigrants through social activities (VYGOTSKY, 2001VYGOTSKY, L. S. Psicologia pedagógica. Tradução de Paulo Bezerra. São Paulo: Martins Fontes , 2001. [1a publicação em 1923]; LEONTIEV, 1977LEONTIEV, A. N. Activity and Consciousness. Moscow: Progress Publishers, 1977.; ENGËSTROM, 2011ENGESTRÖM, Y. From Design Experiments to Formative Interventions. Theory and Psychology, Calgary, v. 21, n. 5, p. 598-628, 2011. DOI: https://doi.org/10.1177/0959354311419252
https://doi.org/https://doi.org/10.1177/...
; VYGOTSKY; LURIA; LEONTIEV, 2010VYGOTSKY, L. S.; LURIA, A. R.; LEONTIEV, A. N. Linguagem, desenvolvimento e aprendizagem . São Paulo: Ícone , 2010.), understood as activities that allow establishing links between school and life. To highlight these links, we presented didactic-pedagogical work based on the social activity “looking for a job”. In this text, we focus on the question: how can teaching Brazilian Portuguese as an additional language (PAL) based on social activities be a way for immigrant students to expand their repertoire and develop mobility? To answer it, we discussed the work carried out in two groups of Haitian students of an Integrated Center for Youth and Adult Education. The data analysis seems to indicate that the social activities are a possibility for the development of a PAL curriculum.
KEYWORDS:
social activity; Brazilian Portuguese for immigrant students; Integrated Center for Youth and Adult Education