A linguagem na construção das representações de cultura brasileira e do brasileiro em aulas particulares e individuais de português com língua estrangeira

• Ano de defesa: 2008
• Autor(a) principal: Filardi, Silmara
• Orientador(a): Romero, Tania Regina de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Taubaté
• Programa de Pós-Graduação: Programa de Pós-graduação em Linguística Aplicada
• Departamento: Departamento de Ciências Sociais e Letras, Pedagogia e Serviço Social
• País: Brasil
• Palavras-chave em Português: Linguística aplicada; Língua portuguesa - Estudo e ensino; Linguagem; Cultura
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA
• Link de acesso: http://repositorio.unitau.br/jspui/handle/20.500.11874/838

Resumo: Abstract: In the context of the Language Teacher Training research field and the Language Teachers Self-Assessment Project, the overall purpose of this study is to analyze and evaluate, based on the critical-reflexive perspective (SMYTH apud MAGALHÃES, 1998, LIBERALI, MAGALHÃES and ROMERO, 2003), how I, a teacher researcher, deal with culture and language issues in one-to-one and private classes of Portuguese Language Courses for Foreigners (PLE). This study differs from others related to PLE teaching-learning because it conducts the investigation within the context of one-to-one, private classes. The study is based on the socio-interactional views of language (RICHARDS and ROGERS, 2001), according to which language is seen as a social practice; and the Systemic-Functional Grammar (GSF) (HALLIDAY, 1994, CHRISTIE, 2005, EGGINS, 1994), based on how people use language and how language is structured in the construction of meaning. Considering that GSF aims at explaining how language works and how meanings are constructed, it served the purpose of supporting the language analysis of this study. In addition, this study is also based on anthropological (LARAIA, 2006) and semiotics (GEERTZ, 1989) concepts of culture, provided that both see language as a cultural mediator in social interaction; and on the intrinsic relationship between culture and language in the establishment of the national identity (KRAMSCH, 1998, SILVA, 2000, HALL, 2005). Of a critical ethnographic nature, this study focuses on PLE one-to-one classes which I taught in 2006 and 2007 to five foreign students who live in the city of São Paulo. Two are executives who work in multinationals and three are wives who need to learn Portuguese and understand the Brazilian culture for interactive purposes. The corpus comprises four journals and excerpts from recordings of three classes. The data analysis showed that language used in the interaction between the student and me works as a cultural mediation tool, and that the views of the Brazilian culture and the Brazilian people formed as a result of such interaction indicate both positive and negative aspects of our national identity. In the final remarks, it is possible to evaluate the development of the critical reflection in terms of reviewing and analyzing the views of the Brazilian culture and the Brazilian people which I help form, raising my awareness of the role I perform as a teacher as well as a social and political being.