Identidade e discurso em "Avenida Brasil"; "Falar, Ler e Escrever Português" e "Ponto de Encontro"

Gualda, Ricardo

doi:10.1590/S1984-63982009000200012

Resumos

Este trabalho analisa três livros-texto de português como segunda língua, empregando métodos da Análise Crítica do Discurso focados no conceito de identidade: Avenida Brasil 1 (1991), Falar, Ler, Escrever Português (1999) e Ponto de Encontro (2007). Discutimos (1) o conceito de linguagem, conhecimento e de aprendizagem de um idioma estrangeiro presentes no texto; (2) as relações de poder entre o emissor-emissário e no próprio texto; e (3) como o texto apresenta os conceitos de identidade, cultura e sociedade, o Brasil e o estrangeiro. Os resultados mostram que os três livros empregam estratégias discursivas diferentes para seduzir o leitor e tratam de temas relacionados à ideologia, linguagem, o processo de aprendizagem linguístico e cultura. Eles mostram, assim, perspectivas muito diferentes das possibilidades discursivas em português como segunda língua.

análise do discurso; livro-texto; português como língua estrangeira; discurso; ideologia

This article analyzes three Portuguese as a Second Language textbooks, using methods of Critical Discourse Analysis centered in the concept of identity: Avenida Brasil 1 (1991), Falar, Ler, Escrever Português (1999), and Ponto de Encontro (2007). The paper discusses (1) the idea of language, knowledge, and language learning present in the text; (2) the power relations at play between speaker-receiver and within the text; and (3) how the texts present identity, culture and society, Brazil and the foreigner. The results show that the three books employ different discursive strategies to engage the reader and to approach issues related to ideology, language, language learning, and culture. They therefore present very different perspectives on the possible discourses in Portuguese as a Second Language.

Discourse Analysis; textbook; Portuguese as a second language; discourse; ideology

ARTIGOS

Identidade e discurso em "Avenida Brasil"; "Falar, Ler e Escrever Português" e "Ponto de Encontro"

Identity and Discourse in "Avenida Brasil'", "Falar, Ler e Escrever" and "Ponto de Encontro"

Ricardo Gualda

Columbia University, E-mail: rg2551@columbia.edu

RESUMO

Este trabalho analisa três livros-texto de português como segunda língua, empregando métodos da Análise Crítica do Discurso focados no conceito de identidade: Avenida Brasil 1 (1991), Falar, Ler, Escrever Português (1999) e Ponto de Encontro (2007). Discutimos (1) o conceito de linguagem, conhecimento e de aprendizagem de um idioma estrangeiro presentes no texto; (2) as relações de poder entre o emissor-emissário e no próprio texto; e (3) como o texto apresenta os conceitos de identidade, cultura e sociedade, o Brasil e o estrangeiro. Os resultados mostram que os três livros empregam estratégias discursivas diferentes para seduzir o leitor e tratam de temas relacionados à ideologia, linguagem, o processo de aprendizagem linguístico e cultura. Eles mostram, assim, perspectivas muito diferentes das possibilidades discursivas em português como segunda língua.

Palavras-chave: análise do discurso, livro-texto, português como língua estrangeira, discurso, ideologia.

ABSTRACT

This article analyzes three Portuguese as a Second Language textbooks, using methods of Critical Discourse Analysis centered in the concept of identity: Avenida Brasil 1 (1991), Falar, Ler, Escrever Português (1999), and Ponto de Encontro (2007). The paper discusses (1) the idea of language, knowledge, and language learning present in the text; (2) the power relations at play between speaker-receiver and within the text; and (3) how the texts present identity, culture and society, Brazil and the foreigner. The results show that the three books employ different discursive strategies to engage the reader and to approach issues related to ideology, language, language learning, and culture. They therefore present very different perspectives on the possible discourses in Portuguese as a Second Language.

Keywords: Discourse Analysis, textbook, Portuguese as a second language, discourse, ideology.

Texto completo do artigo disponível apenas em PDF.

Article full text available only in PDF format.

Bibliografia

Recebido em março de 2009.

Aprovado em julho de 2009.

BAKHTIN, Mikhail. Estética da criação cerebral. São Paulo: Martins Fontes, 1992.
BRUTON, Anthony. In what ways do we want EFL coursebooks to differ? System, 25(2), p. 275-284, 1997.
CAHNMANN, Melisa. Using Critical Discourse Analysis to understand and facilitate identification processes of bilingual adults becoming teachers. Critical Inquiry in Language Studies, 2(4), p. 195-213, 2005.
FAIRCLOUGH, Norman. Analyzing Discourse. Oxon, UK: Routledge, 2003.
FOUCAULT, Michel. A ordem do discurso São Paulo: Loyola, 2003.
GASS, Susan; SELINKER, Larry. Second Language Acquisition: an introductory course. Mahwah, NJ, USA: Lawrence Erlbaum Associates, 2001.
HERMAN, Deborah. It's a small world after all: from stereotypes to invented worlds in secondary school Spanish textbooks. Critical Inquiry in Language Studies, 4(2-3), p. 117-150, 2007.
JÄGER, Sigfried. Discourse and knowledge: theoretical and methodological aspects of a critical discourse and dispositive analysis. In: WODAK, Ruth; MEYER, Michael. (Ed.). Methods of Critical Discourse Analysis London: SAGE Publications, 2001.
KRAMSCH, Claire. Foreign language textbooks' construction of foreign reality. Canadian Modern Language Review, 44(1), p. 95-119, October 1987.
KRAMSCH, Claire. The cultural component of language teaching. Language, Culture and Curriculum, 8(2), 1995.
KRAMSCH, Claire et al Framing foreign language education in the United States: The case of German. Critical Inquiry in Language Studies, 4(2-3), p.151-178, 2007.
Klobucka, Anna et al Ponto de Encontro: Portuguese as a world language. Upper Saddle River, New Jersey: Prentice Hall, 2007.
KUBOTA, Ryuko. The politics of cultural difference in second language education. Critical Inquiry in Language Studies, 1(1), p. 21-39, 2004.
LEEMAN, Jennifer; MARTÍNEZ, Glenn. From identity to commodity: Ideologies of Spanish in heritage language textbooks. Critical Inquiry in Language Studies, 4(1), p. 35-65, 2007.
LIGHTBOWN, Patsy. Classroom SLA Research and Second Language Teaching. Applied Linguistics, 21/4, p. 431-462, Oxford: Oxford University Press, 2000.
LIMA, Emma et al Avenida Brasil 1: curso básico de português para estrangeiros. São Paulo: EPU, 1991.
LIMA, Emma; IUNES, Samira. Falar, Ler, Escrever Português São Paulo: EPU, 2002.
LIMA, Emma et al Diálogo Brasil. São Paulo: EPU, 2003.
RIFKIN, Benjamin. Gender representation in foreign language textbooks: A case study of textbooks of Russian. The Modern Language Journal, 82(2), p. 217-236, Summer, 1998.
SANTOS, Denise. Learning English as a foreign language in Brazilian elementary schools: textbooks and their lessons about the world and about learning. Paradigm, 2(5), p. 25-38, 2002.
SCOLLON, Ron. Action and text: towards an integrated understanding of the place of text in social (inter)action, mediated discourse analysis and the problem of social action. In: WODAK, Ruth; MEYER, Michael (Ed.). Methods of Critical Discourse Analysis London: SAGE Publications, 2001.
SUNDERLAND, Jane et al From representation towards discursive practices: Gender in the foreign language textbook revisited. LITOSSELITI, L.; SUNDERLAND, J. (Ed.), Gender identity and discourse analysis Amsterdam: John Benjamins Publishing Company, 2002. p. 223-255.
TAYLOR, Lisa. Cultural translation and the double movement of difference in learning 'English as a 2nd identity'. Critical Inquiry in Language Studies, 3(2-3), p. 101-130, 2006.
THOMSON, Chihiro; OTSUJI, Emi. Evaluation of business Japanese textbooks: issues of gender. Japanese Studies, 23(2), p. 185-203, Sept. 2003.
TITSCHER, Stephan et al Methods of Text and Discourse Analysis. London: SAGE Publications, 2005.
TRAIN, Robert. "Real Spanish": Historical perspectives. Critical Inquiry in Language Studies, 4(2-3), p. 207-235, 2007.
Van Dijk, Teun. Ideology: A multidisciplinary approach?. London: SAGE Publications, 1998.

Datas de Publicação

Publicação nesta coleção
08 Mar 2013
Data do Fascículo
2009

Histórico

Aceito
Jul 2009
Recebido
Mar 2009

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

[1] BAKHTIN, Mikhail. Estética da criação cerebral. São Paulo: Martins Fontes, 1992.

[2] BRUTON, Anthony. In what ways do we want EFL coursebooks to differ? System, 25(2), p. 275-284, 1997.

[3] CAHNMANN, Melisa. Using Critical Discourse Analysis to understand and facilitate identification processes of bilingual adults becoming teachers. Critical Inquiry in Language Studies, 2(4), p. 195-213, 2005.

[4] FAIRCLOUGH, Norman. Analyzing Discourse. Oxon, UK: Routledge, 2003.

[5] FOUCAULT, Michel. A ordem do discurso São Paulo: Loyola, 2003.

[6] GASS, Susan; SELINKER, Larry. Second Language Acquisition: an introductory course. Mahwah, NJ, USA: Lawrence Erlbaum Associates, 2001.

[7] HERMAN, Deborah. It's a small world after all: from stereotypes to invented worlds in secondary school Spanish textbooks. Critical Inquiry in Language Studies, 4(2-3), p. 117-150, 2007.

[8] JÄGER, Sigfried. Discourse and knowledge: theoretical and methodological aspects of a critical discourse and dispositive analysis. In: WODAK, Ruth; MEYER, Michael. (Ed.). Methods of Critical Discourse Analysis London: SAGE Publications, 2001.

[9] KRAMSCH, Claire. Foreign language textbooks' construction of foreign reality. Canadian Modern Language Review, 44(1), p. 95-119, October 1987.

[10] KRAMSCH, Claire. The cultural component of language teaching. Language, Culture and Curriculum, 8(2), 1995.

[11] KRAMSCH, Claire et al Framing foreign language education in the United States: The case of German. Critical Inquiry in Language Studies, 4(2-3), p.151-178, 2007.

[12] Klobucka, Anna et al Ponto de Encontro: Portuguese as a world language. Upper Saddle River, New Jersey: Prentice Hall, 2007.

[13] KUBOTA, Ryuko. The politics of cultural difference in second language education. Critical Inquiry in Language Studies, 1(1), p. 21-39, 2004.

[14] LEEMAN, Jennifer; MARTÍNEZ, Glenn. From identity to commodity: Ideologies of Spanish in heritage language textbooks. Critical Inquiry in Language Studies, 4(1), p. 35-65, 2007.

[15] LIGHTBOWN, Patsy. Classroom SLA Research and Second Language Teaching. Applied Linguistics, 21/4, p. 431-462, Oxford: Oxford University Press, 2000.

[16] LIMA, Emma et al Avenida Brasil 1: curso básico de português para estrangeiros. São Paulo: EPU, 1991.

[17] LIMA, Emma; IUNES, Samira. Falar, Ler, Escrever Português São Paulo: EPU, 2002.

[18] LIMA, Emma et al Diálogo Brasil. São Paulo: EPU, 2003.

[19] RIFKIN, Benjamin. Gender representation in foreign language textbooks: A case study of textbooks of Russian. The Modern Language Journal, 82(2), p. 217-236, Summer, 1998.

[20] SANTOS, Denise. Learning English as a foreign language in Brazilian elementary schools: textbooks and their lessons about the world and about learning. Paradigm, 2(5), p. 25-38, 2002.

[21] SCOLLON, Ron. Action and text: towards an integrated understanding of the place of text in social (inter)action, mediated discourse analysis and the problem of social action. In: WODAK, Ruth; MEYER, Michael (Ed.). Methods of Critical Discourse Analysis London: SAGE Publications, 2001.

[22] SUNDERLAND, Jane et al From representation towards discursive practices: Gender in the foreign language textbook revisited. LITOSSELITI, L.; SUNDERLAND, J. (Ed.), Gender identity and discourse analysis Amsterdam: John Benjamins Publishing Company, 2002. p. 223-255.

[23] TAYLOR, Lisa. Cultural translation and the double movement of difference in learning 'English as a 2nd identity'. Critical Inquiry in Language Studies, 3(2-3), p. 101-130, 2006.

[24] THOMSON, Chihiro; OTSUJI, Emi. Evaluation of business Japanese textbooks: issues of gender. Japanese Studies, 23(2), p. 185-203, Sept. 2003.

[25] TITSCHER, Stephan et al Methods of Text and Discourse Analysis. London: SAGE Publications, 2005.

[26] TRAIN, Robert. "Real Spanish": Historical perspectives. Critical Inquiry in Language Studies, 4(2-3), p. 207-235, 2007.

[27] Van Dijk, Teun. Ideology: A multidisciplinary approach?. London: SAGE Publications, 1998.