Língua de Herança e identidade: o caso de uma criança bilíngue franco-brasileira
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Data
2019-06-14
Autores
Marques, Letícia Thurler de Campos [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa busca refletir a formação da identidade sob a questão da hereditariedade de uma língua e a consequente busca pela sua manutenção em novas gerações em um contexto de expatriação do Brasil para a França. Para realizar este trabalho, partiu-se da perspectiva dialógico-discursiva tracejada no Círculo de Bakhtin (1976, 1997, 2006), que nos permitiu considerar, entre outros aspectos, que a entrada de cada criança na linguagem consiste em um processo particular e é dependente das diferentes interações que a criança estabelece com outros sujeitos com quem tem contato e dos gêneros aos quais ela é exposta desde o nascimento. Tal perspectiva nos permitiu, igualmente, vislumbrar caminhos para compreender a (re)construção da identidade – e os consequentes deslocamentos identitários (FRANÇOIS, 2006) – de uma criança em processo de aquisição da linguagem que reside na França e tem contato diário com o português brasileiro – na maior parte do tempo – através da mãe e da irmã. Ao longo de toda a pesquisa, foram analisadas 15 sessões de filmagem da criança bilíngue M. (2;5 – 3;2 anos) em situações cotidianas familiares, durante o período aproximado de um ano. Os enunciados produzidos pela criança foram analisados de acordo com a presença de elementos da cultura brasileira presentes nos níveis morfológico, lexical e ideológico, em ambas as línguas. Buscou-se explorar o conceito de bilinguismo em analogia à língua de herança. As análises dos dados revelam que M. é uma criança bilíngue por herança, já que é bilíngue apenas porque possui duas línguas maternas, sendo uma delas classificada como língua de herança, uma vez que elementos da língua e da cultura brasileira foram observados nas mais diversas interações.
This research aims a reflection about the identity formation under language heredity and the pursuit for its maintenance in the following generations in an expatriation context from Brazil to France. To write this research, we were based by Bakhtin Circle’s discursive and dialogical perspective (1976, 1997, 2006). It enabled us to consider that the starting point of a child in language is a distinctive process, depending on different interactions between the child and the individuals around them and the linguistic genres they are exposed to since they are born. This perspective allowed us to envision paths to understand the identity (re)construction and, consequently, identity movements (FRANÇOIS, 2006) of a child that lives in France and is in a language acquisition process, also having daily contact with the Portuguese language mostly via their mother and sister. Throughout the research, 15 recordings of M. (2;5 – 3;2 years old), a bilingual child, were analyzed. The analyzed recordings showed daily situations lived by the child and the family for the period of one year, approximately. The child’s speaking was analyzed according to Brazilian cultural elements found on morphological, lexical, and ideological levels in both French and Brazilian Portuguese. The bilingualism concept was exploited in relation to the heritage language. The analyses of the study reveal that M. is a bilingual child through heritage. She is bilingual because of her two mother languages; one of them being classified as her heritage language due to elements of Brazilian culture and language that were observed in many of the interactions studied.
This research aims a reflection about the identity formation under language heredity and the pursuit for its maintenance in the following generations in an expatriation context from Brazil to France. To write this research, we were based by Bakhtin Circle’s discursive and dialogical perspective (1976, 1997, 2006). It enabled us to consider that the starting point of a child in language is a distinctive process, depending on different interactions between the child and the individuals around them and the linguistic genres they are exposed to since they are born. This perspective allowed us to envision paths to understand the identity (re)construction and, consequently, identity movements (FRANÇOIS, 2006) of a child that lives in France and is in a language acquisition process, also having daily contact with the Portuguese language mostly via their mother and sister. Throughout the research, 15 recordings of M. (2;5 – 3;2 years old), a bilingual child, were analyzed. The analyzed recordings showed daily situations lived by the child and the family for the period of one year, approximately. The child’s speaking was analyzed according to Brazilian cultural elements found on morphological, lexical, and ideological levels in both French and Brazilian Portuguese. The bilingualism concept was exploited in relation to the heritage language. The analyses of the study reveal that M. is a bilingual child through heritage. She is bilingual because of her two mother languages; one of them being classified as her heritage language due to elements of Brazilian culture and language that were observed in many of the interactions studied.
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Palavras-chave
Aquisição da linguagem, Língua de herança, Bilinguismo, Cultura, Identidade, Heritage language, Bilingualism, Acquisition, Culture, Identity