Identidade brasileira tipo exportação
Tipo
Dissertação
Data de publicação
2011-06-21
Periódico
Citações (Scopus)
Autores
Sollai, Sílvia Regina Ramos
Orientador
Hanna, Vera Lucia Harabagi
Título da Revista
ISSN da Revista
Título de Volume
Membros da banca
Bastos, Neusa Maria Oliveira Barbosa
Sellan, Aparecida Regina Borges
Sellan, Aparecida Regina Borges
Programa
Letras
Resumo
O presente estudo focaliza a tríade texto, cultura e os processos de ensino e aprendizagem de Português como Segunda Língua (PL2) em contexto brasileiro e de Português como Língua Estrangeira (PLE) em contexto internacional. Se entendermos texto como todo processo de comunicação dotado de sentido (GUIMARÃES, 2009) e se, em sala de aula de PL2 e/ou PLE, o processo de ensino e aprendizagem objetiva a produção de sentido, logo texto é a materialização da cultura-alvo. A atuação da pesquisadora enquanto professora da área evidenciou a carência de formação específica e de material didático sobre a cultura brasileira para cursos de Português para falantes de outras línguas. O cruzamento entre língua, cultura e texto, em especial quando se torna objeto de pesquisa, é analisado e avaliado quanto ao seu aspecto metodológico, e pouco ou nada se diz acerca de seu caráter estereotipado, isto é, invariável. Com o intuito de enfocar esse aspecto pouco abordado nos trabalhos desenvolvidos nessa área, nossa proposta é comparar textos sobre cultura brasileira produzidos por professor e aluno estrangeiro. Após a realização do levantamento do corpus e elaboração do quadro de temas para a categorização dos textos analisados, apuramos a representação do Brasil e dos brasileiros neles configuradas sob o olhar de aprendizes de nacionalidades diversas e do professor, com a finalidade de detectar convergências e divergências entre o ensino de segunda cultura e de cultura estrangeira. Concluímos que os textos de PL2 selecionados para compor o quadro de elementos identitários mostram a nossa sociedade de maneira mais realista, enquanto as representações declaradas pelos estudantes de PLE refletem um Brasil de forma estereotipada como o país do futebol, do carnaval, das belezas naturais e de pessoas cordiais. Os resultados também sugerem que a relevância de reflexões e pesquisas nessa área e, especificamente, sobre estereótipos e identidade cultural brasileira, advém da evidenciada necessidade de apreender esses materiais em sua complexidade e disponibilizar alguns dados que permitam uma melhor atuação dos profissionais envolvidos. O conhecimento daquilo que já existe publicado em termos de material permite abrir caminhos para a formação acadêmica que assegurem a melhoria e a qualidade do ensino de português para estrangeiros.
This study focuses on the triad among text, culture and the teaching and learning processes of Portuguese as a second language in Brazil as well as Portuguese as a Foreign Language abroad. If we assume the concept of text as every communication process endowed of meaning (GUIMARÃES, 2009) and yet, if in a class of Portuguese to foreigners, the process of teaching and learning aims at producing meaning, so text is the target-culture embodiment itself. Working as a teacher in the area has revealed the lack of specific training and educational material about Brazilian culture to courses of Portuguese to speakers of other languages. The intersection among language, culture and text, especially as the object of study, is reviewed and evaluated for its methodological aspect mostly. Little or nothing is said about its stereotyping feature, i.e., its invariant characteristic. In order to focus on this aspect rarely addressed, our proposal is to compare texts about Brazilian culture produced by both foreign students and teacher. After collecting data and elaborating a theme framework for the analyzed texts categorization, a deeper understanding of the representations of Brazil and its people, set under the eyes of learners of different nationalities and the teacher, was sought in order to detect similarities and differences between teaching second and foreign cultures. We concluded that the PL2 texts selected as prompts to compose the framework of identifying elements show our society in a more realistic way, whereas the representation claimed by PLE students portrays Brazil, that is to say, as the stereotyped home for soccer, carnival, beautiful nature and friendly people. The results also suggest that the relevance of reflection and research in this area, specifically about stereotypes and Brazilian cultural identity, comes from the imminent need to understand this material in its complexity and to provide data that allow professional enhancement. The availability of published materials grants broadening horizons in continuing formation and in improvement to teaching Portuguese to foreigners.
This study focuses on the triad among text, culture and the teaching and learning processes of Portuguese as a second language in Brazil as well as Portuguese as a Foreign Language abroad. If we assume the concept of text as every communication process endowed of meaning (GUIMARÃES, 2009) and yet, if in a class of Portuguese to foreigners, the process of teaching and learning aims at producing meaning, so text is the target-culture embodiment itself. Working as a teacher in the area has revealed the lack of specific training and educational material about Brazilian culture to courses of Portuguese to speakers of other languages. The intersection among language, culture and text, especially as the object of study, is reviewed and evaluated for its methodological aspect mostly. Little or nothing is said about its stereotyping feature, i.e., its invariant characteristic. In order to focus on this aspect rarely addressed, our proposal is to compare texts about Brazilian culture produced by both foreign students and teacher. After collecting data and elaborating a theme framework for the analyzed texts categorization, a deeper understanding of the representations of Brazil and its people, set under the eyes of learners of different nationalities and the teacher, was sought in order to detect similarities and differences between teaching second and foreign cultures. We concluded that the PL2 texts selected as prompts to compose the framework of identifying elements show our society in a more realistic way, whereas the representation claimed by PLE students portrays Brazil, that is to say, as the stereotyped home for soccer, carnival, beautiful nature and friendly people. The results also suggest that the relevance of reflection and research in this area, specifically about stereotypes and Brazilian cultural identity, comes from the imminent need to understand this material in its complexity and to provide data that allow professional enhancement. The availability of published materials grants broadening horizons in continuing formation and in improvement to teaching Portuguese to foreigners.
Descrição
Palavras-chave
texto , cultura , estereótipo , identidade , text , culture , stereotype , identity