Ensino de português para estrangeiros: por uma historicidade de institucionalização no Brasil
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Data
2021-05-27
Autores
Almeida, Jessica Chagas de [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Neste trabalho, defendemos que o movimento brasileiro de institucionalização do saber sobre a área de Português Língua Estrangeira (PLE) decorre do processo de internacionalização do português e, mais especificamente, do processo de transnacionalização do português do Brasil, enquanto política linguística, a partir dos anos 1990. Para o cumprimento desta argumentação, visamos estabelecer uma historicidade sobre o ensino de PLE no Brasil, com vias de sustentar nossa tese, em uma relação discursiva entre presente e passado. Dado que objetivamos (re)constituir uma historicidade sobre o ensino de português para estrangeiros, iniciamos esta tese com considerações teórico-metodológicas sobre a Nova História, campo de saber o qual nos associamos, juntamente com os estudos discursivos e foucaultianos e com os estudos em Política Linguística. Por meio do método serial, partimos da análise de corpora a partir dos anos 1990, dado ao marco histórico da assinatura do Tratado de Assunção e aos acontecimentos do período que atuam no estabelecimento e consolidação da área. Essa periodização permitiu recortar na história um certo nível de acontecimentos e de práticas discursivas que acabam por constituir, instituir e circular discursos sobre o PLE, objeto deste trabalho. Uma vez explicitados os nossos percursos teóricos e metodológicos, propomos a organização de uma historicidade sobre o PLE partindo de duas premissas: (1) O desejo pela internacionalização da língua e (2) A institucionalização do PLE no Brasil, como campo de saber. Tais premissas embasam nosso percurso argumentativo, considerando que nossa tese discorre sobre o processo de internacionalização do português que, por sua vez, impulsiona, no Brasil, a institucionalização da área de PLE como campo de saber, no interior da Linguística Aplicada. A partir de meados dos anos 90, houve o fortalecimento de disciplinas dos cursos de PLE, além da criação de novas habilitações e cursos de licenciatura e maior impulsionamento de produção de trabalhos acadêmicos e projetos de pesquisa sobre o tema. Por meio dessas práticas que viabilizam mudança na institucionalização dos saberes, a área ganha visibilidade social e o campo de PLE é legitimado. Assim, evidenciamos como a instituição da Sociedade Internacional de Português Língua Estrangeira e a criação de cursos de licenciatura de professores habilitados em PLE atuam como políticas linguísticas de promoção do português do Brasil como língua transnacional, isto é, duplamente como língua nacional e internacional, com caução teórica e profissional e com fortes características mercadológicas. Nesse caso, devido ao desejo de integração internacional. Por fim, com uma discussão sobre a Linguística Aplicada e PLE, abordamos as potencialidades de ambas as áreas e encerramos com uma reflexão sobre os usos terminológicos de designações sobre o ensino de PLE, que por sua vez, têm emergência histórica e participam do processo de legitimação da área e são atreladas à institucionalização desse saber.
In this work, we defend that the movement of institutionalization of knowledge concerning the Portuguese as a Foreign Language (PLE) area arises from the internationalization process of Portuguese and, more specifically, from the transnationalization process of Brazilian Portuguese, as a language policy, beginning in the 1990s. In order to comply with this argument, we aim to establish a historicity about the teaching of PLE in Brazil, with ways of supporting our thesis, in a discursive relationship between the present and the past. Given that we aim to (re)constitute a historicity about the teaching of Portuguese to foreigners, we start this thesis with theoretical and methodological considerations about New History, a field of knowledge that we associate with, together with discursive and Foucault studies, and with studies in Linguistic Policy. Through the serial method, we started from the analysis of corpora from the 1990s, given the historical landmark of the signing of the Treaty of Asunción and the events of the period that act in the establishment and consolidation of the area. This periodization allowed to state in the history a certain level of events and discursive practices that end up constituting, instituting and circulating speeches about the PLE, object of this work. Once our theoretical and methodological paths are explained, we propose the organization of a historicity about PLE based on two premises: (1) The goal for the internationalization of the language and (2) The institutionalization of PLE in Brazil, as a field of knowledge. Such premises are the basis of our argumentative path, considering that our thesis discusses the internationalization process of Portuguese, which, in turn, drives the institutionalization of the PLE area as a field of knowledge, within Applied Linguistics. From the mid-1990s onwards, there was a strengthening of disciplines in PLE courses, in addition to the creation of new qualifications and undergraduate courses and the production of academic works and research projects on the subject. Through these practices that enable change in the institutionalization of knowledge, the area gains social visibility and the PLE field is legitimized. Thus, we show how the institution of the International Society of Portuguese as a Foreign Language and the creation of undergraduate courses for teachers qualified in PLE act as linguistic policies to promote Brazilian Portuguese as a transnational language, that is, doubly as a national and international language, with theoretical and professional guarantee with strong market characteristics. In this case, due to the desire for international integration. Finally, with a discussion on Applied Linguistics and PLE, we address the potential of both areas and end with a reflection on the terminological uses of designations on teaching PLE, which in turn have a historical emergency and participate in the process of legitimation of the area and are linked to the institutionalization of this knowledge.
In this work, we defend that the movement of institutionalization of knowledge concerning the Portuguese as a Foreign Language (PLE) area arises from the internationalization process of Portuguese and, more specifically, from the transnationalization process of Brazilian Portuguese, as a language policy, beginning in the 1990s. In order to comply with this argument, we aim to establish a historicity about the teaching of PLE in Brazil, with ways of supporting our thesis, in a discursive relationship between the present and the past. Given that we aim to (re)constitute a historicity about the teaching of Portuguese to foreigners, we start this thesis with theoretical and methodological considerations about New History, a field of knowledge that we associate with, together with discursive and Foucault studies, and with studies in Linguistic Policy. Through the serial method, we started from the analysis of corpora from the 1990s, given the historical landmark of the signing of the Treaty of Asunción and the events of the period that act in the establishment and consolidation of the area. This periodization allowed to state in the history a certain level of events and discursive practices that end up constituting, instituting and circulating speeches about the PLE, object of this work. Once our theoretical and methodological paths are explained, we propose the organization of a historicity about PLE based on two premises: (1) The goal for the internationalization of the language and (2) The institutionalization of PLE in Brazil, as a field of knowledge. Such premises are the basis of our argumentative path, considering that our thesis discusses the internationalization process of Portuguese, which, in turn, drives the institutionalization of the PLE area as a field of knowledge, within Applied Linguistics. From the mid-1990s onwards, there was a strengthening of disciplines in PLE courses, in addition to the creation of new qualifications and undergraduate courses and the production of academic works and research projects on the subject. Through these practices that enable change in the institutionalization of knowledge, the area gains social visibility and the PLE field is legitimized. Thus, we show how the institution of the International Society of Portuguese as a Foreign Language and the creation of undergraduate courses for teachers qualified in PLE act as linguistic policies to promote Brazilian Portuguese as a transnational language, that is, doubly as a national and international language, with theoretical and professional guarantee with strong market characteristics. In this case, due to the desire for international integration. Finally, with a discussion on Applied Linguistics and PLE, we address the potential of both areas and end with a reflection on the terminological uses of designations on teaching PLE, which in turn have a historical emergency and participate in the process of legitimation of the area and are linked to the institutionalization of this knowledge.
Descrição
Palavras-chave
Português para Estrangeiros, Internacionalização, Institucionalização de saber, Linguística Aplicada, Análise do Discurso, Portuguese for Foreigners, Internationalization, Institutionalization of knowledge, Applied Linguistics, Discourse analysis