Identidade brasileira tipo exportação

• Ano de defesa: 2011
• Autor(a) principal: Sollai, Sílvia Regina Ramos
• Orientador(a): Hanna, Vera Lúcia Harabagi
• Banca de defesa: Bastos, Neusa Maria Oliveira Barbosa , Sellan, Aparecida Regina Borges
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Letras
• Departamento: Letras
• País: BR
• Palavras-chave em Português: texto; cultura; estereótipo; identidade
• Palavras-chave em Inglês: text; culture; stereotype; identity
• Área do conhecimento CNPq: CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://dspace.mackenzie.br/handle/10899/25253

This study focuses on the triad among text, culture and the teaching and learning processes of Portuguese as a second language in Brazil as well as Portuguese as a Foreign Language abroad. If we assume the concept of text as every communication process endowed of meaning (GUIMARÃES, 2009) and yet, if in a class of Portuguese to foreigners, the process of teaching and learning aims at producing meaning, so text is the target-culture embodiment itself. Working as a teacher in the area has revealed the lack of specific training and educational material about Brazilian culture to courses of Portuguese to speakers of other languages. The intersection among language, culture and text, especially as the object of study, is reviewed and evaluated for its methodological aspect mostly. Little or nothing is said about its stereotyping feature, i.e., its invariant characteristic. In order to focus on this aspect rarely addressed, our proposal is to compare texts about Brazilian culture produced by both foreign students and teacher. After collecting data and elaborating a theme framework for the analyzed texts categorization, a deeper understanding of the representations of Brazil and its people, set under the eyes of learners of different nationalities and the teacher, was sought in order to detect similarities and differences between teaching second and foreign cultures. We concluded that the PL2 texts selected as prompts to compose the framework of identifying elements show our society in a more realistic way, whereas the representation claimed by PLE students portrays Brazil, that is to say, as the stereotyped home for soccer, carnival, beautiful nature and friendly people. The results also suggest that the relevance of reflection and research in this area, specifically about stereotypes and Brazilian cultural identity, comes from the imminent need to understand this material in its complexity and to provide data that allow professional enhancement. The availability of published materials grants broadening horizons in continuing formation and in improvement to teaching Portuguese to foreigners.