Banca de DEFESA: HIAGO HIGOR DE LIMA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : HIAGO HIGOR DE LIMA
DATE: 11/03/2022
TIME: 14:00
LOCAL: Online
TITLE:

 

IMAGES IN NARRATIVES OF MIGRANTS IN  / AND DISCOURSE

KEY WORDS:

 Life Narratives. Crisis Migration. Discourse Analysis. Portuguese Welcoming Language.

PAGES: 113
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:

The lackness of Life Narratives (BEARTAUX, 2010; MACHADO, 2009-2016; CARVALHO, 2016) in French Discourse Analysis field makes them a new discursive materiality (MACHADO, 2015,2016). In this research, these new materialities are narrowed to the narrative of seven students in immersion in Brazil, all of them in a situation of crisis migration (BAENINGER E PERES, 2017, CLOCHARD, 2007), which mainly concerns the process of learning Portuguese, considering that these migrants are students of Portuguese Welcoming Language (PWLg) in a higher education institution located in Minas Gerais (MG). Therefore, due to the comprehension of discourse as effects of meaning between speakers (PÊCHEUX, 1969), in order to analyze the migrants’life narratives, it is made a dialogue between some concepts derived from French Discouse analysis – notably those formulated by Michel Pêcheux (1969, 1975), including the aforementioned construct of discourse, conditions of production, imaginary formations – and theoretical assumptions related do crisis migration in Brazil, among which: discourse of the lack (DINIZ E NEVES, 2018), the discourse of learning Portuguese as an obligation (GASPARINI & LIMA, 2020; LOPEZ, 2016, 2018, 2020a, 2020b; MIRANDA, 2021), the questioning of migrants’ welcoming – principally with respect to PWLg – assimilationist practices (ANUNCIAÇÃO, 2018, 2019), migrants’ demonization (GALVÃO, 2019), as well as their essencialization and totalization (LOPEZ & MIRANDA, 2019; MAHER, 2007), categorizations that lead them to invisibilization (DINIZ & NEVES, 2018), silencing (ANUNCIAÇÃO, 2018), vulnerability (SÃO BERNARDO, 2016) and helplessness (AMADO, 2013; LOPEZ, 2016). The results reveal a leation of (un)supportiveness towards the migrant because of the (non) learning Portuguese, related also to the images that the migrant projects onto himself, the other subject, and onto the place hold in his discourse. The PWLg classroom, inherently an intercultural environment, it is projected by the migrant as a place over and above learning Portuguese. Space of interculturality (MAHER, 2007), the PWLg classroom is configured, in migrants’ discourse, as a place where social interaction takes place, giving support to the migrants. In their discourse, the teacher is imagined as the one who truly helps and welcomes them. However, regarding other surroundings, there is an illusion and/or refutation of images that projects the migrant’s welcoming, allowing narratives to be analyzed as a space for resistence to the migrant’s essencialization. In some analyzed narratives there are contradictions in their discourses, in a veiled way and despite consciousness, which unveil the discourse of the lack, and the non welcoming on the part of the Brazilian people, differently from what is internationally widespread, namely Brazil as a country where migrants are welcomed. These considerations reiterate the correlation between life narratives and discourses that are constructed throughout the migrant’s life. In other words: narratives and-in discourse.

BANKING MEMBERS:
Presidente - 1434816 - EDMUNDO NARRACCI GASPARINI
Interna - 2141488 - NADIA DOLORES FERNANDES BIAVATI
Externo à Instituição - LEANDRO RODRIGUES ALVES DINIZ - UFMG