Subjectivity and discursive pedagogical practices in teaching Portuguese as a Foreign Language

Abstract

The increasing demand for internationalization of university education in Brazil has motivated the writing of this article to propose possible effects on subjectivity stemming from some discursive pedagogical activities proposed in courses of Portuguese as a Foreign Language (PLE). The guiding premise is that learning a foreign language establishes an encounter with another way of seeing (oneself in) the world, as well as a confrontation derived from the diversity in the nomination and discursivization in the target language. The analysis of the corpus is based on a discursive perspective affected by concepts of Freudo-Lacanian psychoanalysis. The analyzed activities indicate the denaturalization of the subject’s structure and belonging network, resulting in identitary ratification and instances of identification to the diversity of perspectives.

Keywords: subjectivity, discourse, Portuguese as a Foreign Language.