CULTURA HÍBRIDA E ENSINO: VOZES DE ALUNOS E PROFESSORES ACERCA DA CONSTITUIÇÃO DA IDENTIDADE MULTICULTURAL/MULTILINGUÍSTICA DE DESCENDENTES DE UCRANIANOS EM PRUDENTÓPOLIS – PR

Abstract

This master thesis aims at investigating the occurrence of cultural, linguistic and identity hybridism in the city of Prudentópolis-PR, considering the immigration movement, the so-called great immigration, which occurred in the late nineteenth and early twentieth century, and the Ukrainian colonization in Paraná, especially in Prudentópolis. The analysis revolves on whether there is maintenance of the local Ukrainian culture and how the linguistic rights of this ethnic group are being guaranteed. Thus, through this study, it is sought to verify whether actions that reverberate the culture and ethnic identity in the city of Prudentópolis are being carried out, taking into account the educational proposals to meet the demands of pluri/multiculturalism assured in the National Education Law (LDB), No 9394/96 - 78. Data was collected in two school communities - denominated in this study as School A and School B - located in the rural area of the city of Prudentópolis. School A is the only public institution to have Ukrainian as an additional language in its curriculum in Paraná; while School B offers Ukrainian after school activities through a program for the teaching of modern additional languages (known as CELEM). The ethnic origin of the school communities and issues related to the use of Ukrainian in these schools and also in the communities in which the schools reside were mapped in order to identify the importance of teaching the language in these communities. The study covers topics such as school bilingualism, hybridism, culture, identity and the immigrant movement. Data reveals the desire of the school communities to ensure the teaching of Ukrainian in the school context, with the intention of preserving and reverberating the local Ukrainian culture. Results show that local culture cannot be considered pure, but as a result of hybridism processes. Through testimonies and inquiries in these communities, it is possible to perceive the lack of material and immaterial investment by public policies, fact that points to the fragility of educational laws created for ethnic groups.