Sentidos produzidos pelo sujeito-professor sobre a relação com o outro-aluno-estrangeiro

Abstract

In this research, we analyse the speech of the subject-teacher of the Portuguese language about their relation with the other-student-foreigner in the classroom. The theoretical approach is based on the Franco-Brazilian Discourse Analysis (AD). In order to access the discourse of the subject-teacher, it has been conducted interviews with professionals from a district school bearing a large number of immigrants in the municipality of Chapecó, in the state of Santa Catarina. The problematized research question which has guided this work is: which meanings are produced by the speech of the Portuguese language teachers about their classroom experience with immigrant students and how does that affect the teaching practice according to what is said in the speech of the teacher? By means of a pendular movement between theory and analysis, 39 Discoursive Sequences (SD) are presented in terms of discussion based on the theoretical and methodological approach which guides this research. From the interpretations, it has been analysed the regularities and the discourse marks which lead us to the experience of the subject-teacher with the other-student-foreigner. In order to support the reflections which have been presented, it has been argued: some of the historical processes concerning the teaching of the Portuguese language in Brazil, the suppressing of languages as a consequence of the search for a monolingual ideal as well as how it affects the current teaching of the Portuguese language as it builds meanings when the memory talks itself in the narrativity; the relation with the other-student-foreigner and the hos(ti)pitality that comes from this relation according to the speech of the teacher; the question of culture, which is a regularity, and makes itself said in the own constitutions of the subjects; and the process of individuation and subject-teacher formation. All the chapters are crossed by the theory of narrativity which has been mainly resorted to by the studies of Orlandi. This concept presents the functioning of the memory in the materialization of the dicourse and is based on the ways of the individuation of the subject. Besides, in order to bring some dynamics to the meanings produced by the speeches of the participants, the concept of the happening has been presented as it can be found in Pêcheux. Therefore, it can be comprehended that the experience of the the teacher with the immigrant student is marked by an in-between relation: in the hos(ti)pitality -- between hospitality and hostility --, in the welcoming and not welcoming, in the tensioning between the other culture and the Brazilian culture, in the other language and in your own language. It is in this dicotomic space that the teachers produce the narrativity and that their speech demonstrates the changes and questionings concerning their ways of individuation in the teaching of the Portuguese language, hence, it is from this aspect that difficulty emerges, a regularity that crosses many of the speeches of the teachers.