Linguistic analysis in teacher’s education events

• Autor(a) principal: Azambuja, Flávia
• Data de Publicação: 2021
• Outros Autores: Dornelles, Clara, Costa, Everton Vargas da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Scripta
• Texto Completo: http://periodicos.pucminas.br/index.php/scripta/article/view/25740
• topic: Eventos de formação; Análise linguística intercultural; Português como língua de acolhimento

The goal of this paper is to investigate how the practice of linguistic analysis manifests from an intercultural perspective in training events of teachers of Portuguese as a host language (PHL). To this end, we base our analysis on the concept of teacher’s education events (COSTA, 2013; 2018; LEMOS, 2014), linguistic analysis (MENDONÇA, 2006; 2007) and interculturality (JANZEN, 2005; TORQUATO, 2014; 2016). This ethnograhic-based qualitative research focuses on data generation and analysis in the context of an online immersive course offered under the Project NAAIPLAA, in coteaching actions (LEMOS, 2014; SCHLATTER; COSTA, 2020). The class analysed consists of 30 students and the teachers are undergraduates and graduates in Letras da Universidade Federal do Pampa (Unipampa), with some face-to-face experience in PHL. In this article, we discuss a teacher’s education event in which linguistic analysis becomes relevant during a synchronous class via Google Meet. The results show that practices involving intercultural l.inguistic analysis are characterized by the collaborative reflection on the perceptions caused by linguistic uses, which impacts how students and teachers learn. This study points out the relevance of student participation in teacher’s education events, when intercultural linguistic analysis is at play in PHL classes, and shows that linguistic analysis, approached as intercultural in interactions between teachers and students, provides all the participants with learning opportunities.