A identidade (inter)cultural de alunos chineses na aprendizagem de português língua estrangeira
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Data
2023-04-28
Autores
Tomaiolo, Luis Gustavo
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Nos últimos 10 anos observa-se um “boom” no ensino e aprendizagem de Português Língua Estrangeira (PLE) tanto no Brasil como em outros países Rocha (2019) impulsionados por movimentos políticos, econômicos, sociais e globais. Mais especificamente nos últimos 30 anos, vemos a emergência da consolidação da área de Português como Língua Estrangeira (PLE) que possibilitou a criação de cursos em instituições universitárias, bem como a criação da Sociedade Internacional de Português Língua Estrangeira (SIPLE), em 1990; e a criação do exame de proficiência CELPE-Bras, de 1993 a 1998. Sendo assim, o ensino de PLE atinge contextos para além de Estados Unidos e Europa, atingindo países asiáticos como China e Coreia do Sul. Nesse sentido, em 2007 e 2011 a Universidade Estadual Paulista – UNESP assina um acordo bilateral com duas universidades chinesas, possibilitando a vinda de alunos chineses para o curso de Letras da Faculdade de Ciências e Letras – Câmpus Araraquara. Desta forma, a presente pesquisa se propõe analisar como esses alunos chineses em situação de imersão (re)constroem as suas identidades (inter)culturais na aprendizagem de PLE. Temos como objetivos específicos A) Verificar no processo de aprendizagem de PLE dos chineses como tem se dado a relação língua e (inter)cultura por meio de análise documental do curso de Letras na China e em cursos de imersão no Brasil. B) Analisar a construção e reconstrução da identidade entre língua e (inter)cultura na aprendizagem de PLE por chineses em situação de imersão no Brasil, verificando no questionário aplicado o discurso veiculado pelos alunos. C) Desenvolver e construir gestos de leituras interpretativos na comparação dos dados entre os documentos e os questionários analisados sobre a questão da (re)construção da identidade (inter)cultural na aprendizagem de PLE por chineses. Metodologicamente, é uma pesquisa de natureza qualitativa-interpretativista, e o corpus está constituído por questionários tanto com os alunos quanto com os professores e análises documentais (material didático utilizado no processo de ensino e aprendizagem de PLE), tendo como base para realizar as análises o conceito de memória discursiva, apresentado por Pêcheux (1999). Observamos que os alunos chineses possuíam uma identidade (inter)cultural na aprendizagem de PLE na China e que ao chegar no Brasil foi se modificando para um lado positivo, relacionado às questões culturais do Brasil, como por exemplo, algumas quebras de estereótipos.
In the last 10 years we can observe a “boom” in the teaching and learning of Portuguese as a Foreign Language (PLE) both in Brazil and in other countries Rocha (2019) driven by political, economic, social, and global movements. More specifically, in the last 30 years, we see the emergence of the consolidation of the area of Portuguese as a Foreign Language (PFL), which enabled the creation of courses in university institutions, as well as the creation of the “Sociedade Internacional de Português Língua Estrangeira” (SIPLE), in 1990; and the creation of CELPE-Bras proficiency exam, from 1993 to 1998. Therefore, the teaching of PFL reaches contexts beyond the United States and Europe, reaching Asian countries such as China and South Korea. Due to that, in 2007 and 2011, Universidade Estadual Paulista – UNESP signed a bilateral agreement with two Chinese universities, allowing Chinese students to attend the Letters course at the Faculty of Sciences and Letters – Campus Araraquara. In this way, the present research proposes to analyze how these Chinese students in an immersion situation (re)construct their (inter)cultural identities in the learning of PFL. Our specific objectives are A) To verify in the Chinese PFL learning process how the relationship between language and (inter)culture has taken place through documental analysis of the Languages course in China and in immersion courses in Brazil. B) To analyze the construction and reconstruction of the identity between language and (inter)culture in the learning of PFL by Chinese students in an immersion situation in Brazil, verifying in the applied questionnaire the speech conveyed by the students. C) Develop and build interpretative reading gestures in the comparison of data between the documents and questionnaires analyzed on the issue of (re)construction of (inter)cultural identity in PFL by Chinese students. Methodologically, it will be qualitative-interpretative research, and the corpus will consist of questionnaires with both students and teachers and document analysis (didactic material used in the teaching and learning process of PFL), having as a basis to conduct the analyzes the concept of discursive memory, presented by Pêcheux (1999). We observed that Chinese students had an (inter)cultural identity in learning PFL in China and that when they arrived in Brazil, they changed to a positive side, related to cultural issues in Brazil.
In the last 10 years we can observe a “boom” in the teaching and learning of Portuguese as a Foreign Language (PLE) both in Brazil and in other countries Rocha (2019) driven by political, economic, social, and global movements. More specifically, in the last 30 years, we see the emergence of the consolidation of the area of Portuguese as a Foreign Language (PFL), which enabled the creation of courses in university institutions, as well as the creation of the “Sociedade Internacional de Português Língua Estrangeira” (SIPLE), in 1990; and the creation of CELPE-Bras proficiency exam, from 1993 to 1998. Therefore, the teaching of PFL reaches contexts beyond the United States and Europe, reaching Asian countries such as China and South Korea. Due to that, in 2007 and 2011, Universidade Estadual Paulista – UNESP signed a bilateral agreement with two Chinese universities, allowing Chinese students to attend the Letters course at the Faculty of Sciences and Letters – Campus Araraquara. In this way, the present research proposes to analyze how these Chinese students in an immersion situation (re)construct their (inter)cultural identities in the learning of PFL. Our specific objectives are A) To verify in the Chinese PFL learning process how the relationship between language and (inter)culture has taken place through documental analysis of the Languages course in China and in immersion courses in Brazil. B) To analyze the construction and reconstruction of the identity between language and (inter)culture in the learning of PFL by Chinese students in an immersion situation in Brazil, verifying in the applied questionnaire the speech conveyed by the students. C) Develop and build interpretative reading gestures in the comparison of data between the documents and questionnaires analyzed on the issue of (re)construction of (inter)cultural identity in PFL by Chinese students. Methodologically, it will be qualitative-interpretative research, and the corpus will consist of questionnaires with both students and teachers and document analysis (didactic material used in the teaching and learning process of PFL), having as a basis to conduct the analyzes the concept of discursive memory, presented by Pêcheux (1999). We observed that Chinese students had an (inter)cultural identity in learning PFL in China and that when they arrived in Brazil, they changed to a positive side, related to cultural issues in Brazil.
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Palavras-chave
Identidade Intercultural, Alunos Chineses, Português Língua Estrangeira, Intercultural Identity, Chinese Students, Portuguese Foreign Language