Performatividade na produção escrita de falantes plurilingues: Uum estudo de caso de alunos (as) aficanos(as) do PEC-G

Abstract

Due to globalization, the transit of people and information went beyond physical and communicational boundaries. Contemporary society is in the midst of transformations that affect different spheres and directly influence the lives of social subjects. In view of this, linguistic practices emerge from different experiences and interactional processes, which enable subjects to employ a variety of linguistic-semiotic resources in their local interactions, as a way to negotiate meanings and perform their identities. Thus, drawing on the concept of superdiversity (VERTOVEC, 2007), plurilingual subjects engage in translingual practices (CANAGARAJAH, 2013; ROCHA; MACIEL, 2015) and/or translanguaging (GARCÍA; WEI, 2014; WEI, 2018), from which their identities are performed for different social purposes (PINTO, 2007; BUTLER, 2019). Therefore, the objective of this research is to observe how translanguaging practices can be considered in the assessment of PAL (Portuguese as an additional language) written production of plurilingual subjects, and how negotiation strategies lead to the construction of performative competence of these students in the classroom context. This research is based on a qualitative interpretive and ethnographic approach that has as research subjects 7 (seven) students from countries that make up the African continent, coming from the PEC-G (Undergraduate Exchange Student Program) participating in the Portuguese classes of the PROEMPLE subprogram (Special Monitoring Program of Portuguese Foreign Language) which is part of PROFICI (Program of Proficiency in Foreign Language). The narrative written productions of the students are the basis for both the objectives of this research and for the collection of data that also includes: the questionnaire with the students and the field diary of the researcher. This research is justified by the need to review the evaluation processes imposed on subjects who compose the multilingual spaces and undertake translanguaging practices in classrooms, as the current methods are still ways of defending monolingual ideologies that legitimize language as a coherent and homogeneous system (SHOHAMY, 2011).