Direitos linguísticos no acesso ao direito à educação por migrantes forçados no Brasil: Estado, práticas e educação superior

Abstract

According to the National Committee for Refugees, among forced migrants in Brazil, people who do not speak the portuguese language predominate, which may involve linguistic vulnerability and aggravates the potential condition of social vulnerability with which such individuals arrive in the Brazil. On this context, this research, affiliated with a materialistic approach of the State (ALTHUSSER, 1996) of the Rights (PACHUKANIS, 2017) and language (GADET; PÊCHEUX, 2004), aims to analyze the linguistic rights of forced migrants in Brazil regarding the access to the social rights to education. As a result, this search assumes that the school apparatus is primarily an ideological apparatus of the State in the capitalist social formation, that State and Law have determined operation both for maintenance of domination by capital, and that language - oriented practices are also determined and overdetermined by the structures of exploitation. It is questioned within this study, in the practice of offering migrant vacancies in federal public higher education, how do the forced migrants belonging to different language groups of the Portuguese speaking community in Brazil, have their linguistic rights protected and promoted, as provided by the Universal Declaration of Language Rights. Therefore, the research is conducted under the method of dialectical approach and has quantitative and qualitative nature, with data gathered from bibliographical and documentary research. The 103 Federal Institutions of Higher Education (IFES), including Federal Universities (UFs) and Federal Institutes (IFs), compose the empirical field of research. Quantitatively, we identify how many of these 103 institutions offer specific vacancies for forced migrants in their graduation courses. Qualitatively, under the Materialist Discourse Analysis perspective, institutional documents are analyzed, such as Regulations, Decisions and Statements, of the Institutions of Rio Grande do Sul that have specific selection processes for forced migrants. The device of interpretation offered by the materialistic approach of the discourse allowed to observe, through the analysis of institutional documents for vacancies, contradictory practices in the school apparatus. By conflicting linguistic rights and the right to education meaningful effects were produced, which contribute to the reproduction of the conditions of production of a potentially vulnerable and marginalized forced migrant subject.