A negociação de co-pertencimento de professores e alunos na sala de aula de PLE: um estudo empírico sobre a interação face a face

• Ano de defesa: 2017
• Autor(a) principal: Caroline Caputo Pires
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Categorização de Pertencimento Identidade Análise da Conversa Português como Língua Estrangeira; Comunicação intercultural; Professores de português Formação; Língua portuguesa Estudo e ensino Falantes estrangeiros; Identidade (Psicologia) Aspectos sociais; Linguagem e cultura
• Link de acesso: http://hdl.handle.net/1843/LETR-APUJPB

This research investigates how the experiences of teachers and students of Portuguese as a Foreign Language (PFL) influence the construction of cultural categories, as well as the identity constructions of both in face-to-face interaction throughout the teaching/learning process. Students, as members of a specific culture, arrange knowledge categorically according to their perceptions and interpretations of the social world and organize them into collections of categories (SACKS, 1992). We understand the concept of identity (ALMEIDA FILHO, 1999, 2011; VIEIRA-ABRAHÃO 1999, 2004, 2006) as a matter of belonging, that is, what the learners of Portuguese as a Foreign Language notice to have in common with the other learners in the interaction in the classroom, and what differentiates them from others by an observation of linguistic and cultural knowledge in social practices. The PFL classroom allows the records of observations of participants who, at each moment, present their involvement in what is being said or done in the new culture and who organize their relevant knowledge through membership categories (SACKS; SCHEGLOFF, 1972, 1974, 1992, 2007), and as members of a culture categorically ordain knowledge according to their perceptions and interpretations of the social world. The student does not only follow what the teacher says in the classroom, but actively influences the sequential structure of the interaction, directing the taking of turns and building the conversation through verbal and non-verbal clues (SIDNELL, 2010), which are the focus of Conversation Analysis (CA). Thereby, the empirical basis of this research focuses on the concepts of membership categorization analyzed in the records of intercultural interactions, which were videotaped during 2015 in PFL classes at Universidade Federal de Viçosa (UFV). The dominance of intercultural contacts in Portuguese as Foreign Language classes held at the UFV offers conditions for an analysis of the negotiations of membership categorization in linguistic and cultural interactions of exchange students and teachers in Brazil. In addition to the filming transcripts, supported by the EXMARaLDA program and following the conventions of the GAT 2, the analysis of the membership categories is investigated through questionnaires applied to teachers and students in order to search for topics and behavior patterns that refer to the questions that guide this research.