A percepção de lusofonia entre alunos do ensino médio de realidades sociais diferentes

• Ano de defesa: 2015
• Autor(a) principal: Fiamoncine, Leila Maria Mansini
• Orientador(a): Brito, Regina Helena Pires de
• Banca de defesa: Bastos, Neusa Maria Oliveira Barbosa , Vasconcelos, Maria Lucia Marcondes Carvalho , Casagrande, Nancy dos Santos , Pinto, Elisa Guimarães
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Letras
• Departamento: Centro de Comunicação e Letras (CCL)
• País: Brasil
• Palavras-chave em Português: lusofonia; identidades; ensino de língua portuguesa; variedades linguisticas do português
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: http://dspace.mackenzie.br/handle/10899/25154

This study aims to think the linguistic identity in the high school students universe, from schools with different realities: a private and a public one. The basis for the analysis is through observation of knowledge / ignorance of Lusophone term perceive the historical background and geographical expansion of the Portuguese language and what it represents in the construction of their identities and also the spaces where Portuguese is official language. For reflections on the identity in postmodernity will be highlighted the studies by Bauman (2005) and Stuart Hall (2006). In order to think about the concept of Lusophone the researchers conducted by Brito (2010, 2013a e 2013b); Brito e Bastos (2006) e Brito e Martins (2004), Lourenço (2001) e Martins (2004 e 2006). Therefore, to check and make the comparison of language and Lusophone perceptions in its socio-geographic scope, we proposed to the 02 groups, as motivation, first to watch the documentary Língua – Vidas em Portuguese, (realization 2001, launched in Brazil in 2004, led by Mozambican Victor Lopes) which shows speakers and language specificities in each continent and to what extent socio-cultural and geographical influences act and determine the identity building process.After watching the documentary students of both groups, each one in their school environment, commented and discussed with one another and with the teacher various issues addressed in the documentary. Then answered a questionnaire about social, geographical and identity and some specific issues mentioned in the film. Besides, with this research, it was intended to suggest a possibility of didactic and pedagogical practice for high school teachers, to work in view of the legislation, issues of African -Brazilian culture and stimulating debate about the linguistic varieties of Portuguese.