ENSINO DE PORTUGUÊS COMO LÍNGUA ESTRANGEIRA MEDIADO POR GÊNEROS DISCURSIVOS

Reenunciações etnográficas

Abstract

The teaching of Portuguese as a foreign language in academic settings has been the focus of language policies aimed at internationalizing the mother tongue. In these spaces, the enunciative-discursive approach presents itself as an alternative for teaching Portuguese to foreign speakers. This research aims to examine how the teaching of Portuguese as a foreign language mediated by discursive genres can be productive from an ethnographic perspective in the university context. Situated within the field of Applied Linguistics, it mobilizes theoretical contributions on dialogism and discourse genres from Bakhtin and his Circle. It adopts the methodological approach of ethnography in the treatment of data and in dialogic interactions in the classroom. The results show that the teaching of Portuguese mediated by discursive genres has contributed to the development of the students' linguistic proficiency, since they have appropriated the discursive genres worked on (autobiography, interview, others), improved their reading, speaking, writing, understanding of what is said, constructed argumentative replies, in effect, have achieved their social purposes.