Tramas da subjetividade no espaço entre-linguas : narrativas de professores de lingua portuguesa em contexto de imigração / Subjectivity plots in the discoursive space of between-languages : narratives teachers of portuguese in immigration contexts

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

This dissertation investigates the identity constitution of Brazilian teachers of Portuguese who do not have only this language in their langagière inscription aiming at analyzing their education process as a whole, training included. We have surveyed fourteen teachers working at public basic schools in the region of Concórdia (Santa Catarina state, Southern Brazil) whose sociocultural history is marked by European immigration. Our methodological construction has been guided by the written reports about those teachers´ history of linguistic and professional training, specially during their under-graduation course, followed by an interview based on elements from each report. Our basic assumption was that the idea of conceiving the Portuguese Language (PL) as the mother tongue (MT) of those who are born in Brazil has been circulating hegemonically at the imaginary level. However, our corpus has shown that many utterers do not have only the PL as their MT. In order to deal with this complex background, the hypothesis that life stories with remarkably plural linguistic constitution bring effects for PL teachers´ education has been built up. Our theoretical position is located at the interface of some approaches identified with the notion of subject of language, considered in its inherent contradiction, and supported by the desire and the unconscious. Our analysis has allowed a conception of language crossed by heterogeneity - the between-languages - which involves questioning the language uni(ci)ty, pointing out the presence of the other/Other at/in saying; in this sense, it is worthwhile to mention that when the teachers were asked about his/her mother tongue, they just could not name it in the singular - since the otherness constitute them. The Real of the language comes out and - at the intradiscourse level -, (un)build the representation of an united and homogeneous language, as well as of a monolingual nation. The otherness - and the heterogeneity -, (un)masked in these utterers´ say, leads to an experience of strangeness, which leads us to (re)consider the process of training teachers in that locus.

ASSUNTO(S)

immigration memory language imigração teacher training identificação memoria formação de professores identification linguagem

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