“Filha do leiteiro”: a negociação de pistas de contextualização no contexto de ensino de português brasileiro como língua adicional

Rodrigo Albuquerque

doi:10.14393/DL30-v11n3a2017-22

Authors

Rodrigo Albuquerque Universidade de Brasília

DOI:

https://doi.org/10.14393/DL30-v11n3a2017-22

Keywords:

Contextualization cues, Inferential activity, Sense co-construction, Teaching of Brazilian Portuguese as additional language

Abstract

Human interaction predicts, at all times, the negotiation of meanings among the interacting agents, from their enunci(actions). These do not always reveal their senses on the surface of the statements, which demands an inferential exercise in front of the other’s actions. In relation to intercultural encounters, this property becomes even more pronounced, due to the (possible) different socio-cultural conventions. This study aims to analyze how the Brazilian Portuguese teacher and the collaborators of the study (Colombians) negotiate, through linguistic and extralinguistic contextual cues, an ironic statement. For the data generation, we counted on the teacher’s and two students’ participation (Laudiel and Mercedes), who allowed the recording of the images and committed themselves to the visualization of the own actions and the reflexivity about these. Finally, we verified that the ironic statement "filha do leiteiro", given by the teacher, was suitably processed by Mercedes and the other students, with the exception of Laudiel, who signaled this difficulty with non-verbal cues and with a later report. The study contextualization cues become fundamental in the prevention of interactional noises from the non-sharing meaning between subjects of different cultures.

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Author Biography

Rodrigo Albuquerque, Universidade de Brasília

Rodrigo Albuquerque é professor adjunto da Universidade de Brasília. Doutor em Linguística, especializou-se na área da Sociolinguística Interacional e Cognição Social, atuando também nas áreas de Linguística de Texto e Pragmática. Interessa-se por estudos sociointeracionais tanto no âmbito do ensino de português como segunda língua quanto na perspectiva dos processos de leitura e de escrita na universidade.

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