O léxico no ensino de português língua estrangeira em perspectiva decolonial

Abstract

In line with advances in Applied Linguistics in Brazil and the rise of lexical studies, this dissertation focuses on the importance of the social aspect of the lexicon in language practices, from a decolonial perspective. It is well known that, in the teaching of Portuguese as a Foreign Language (PFL), few studies have addressed the treatment of the lexicon in terms of how it is taught, whether in teaching practices, teacher education, or teaching materials. Previous research still points to the lexicon as a marginalized space, treated decontextually, with activities largely limited to word lists, focusing on memorization and systemic knowledge. In response to this scenario, the research from which this dissertation resulted analyzed, from a decolonial perspective, the treatment of the lexicon in PFL teaching units, aiming to highlight its didactic, ideological, cultural, discursive, and social aspects. Thus, the aim was to determine whether the treatment of the lexicon in teaching units keeps pace with societal advances in linguistic plurality and the social aspects of language. The methodological approach consisted of analyzing teaching units in PFL textbooks, specifically three selected books (Novo Avenida Brasil 1, Samba, and Brasil Intercultural). This was a documentary study of a qualitative-interpretative nature, based on Critical Discourse Analysis (Fairclough, 2001) and from a decolonial perspective (Oliveira; Candau, 2010; Walsh; Oliveira; Candau, 2018; Mota-Pereira, 2020; 2022; 2024). The research focused on three categories: textual selection, discursive practice, and social practice. The aim was to reflect on how the teaching material addresses issues related to the treatment of the lexicon, the subjects represented, cultural representations, the linguistic plurality of Portuguese, and the decolonial aspects of race, gender, and social class. To this end, excerpts were made to allow for a detailed analysis of each category and to make critical considerations about them. For this study, I based myself on the theoretical constructs of Applied Linguistics (Celani, 1998; Cavalcanti, 1986; Moita-Lopes, 2006; Menezes et al., 2009; Tomaselli and Lucena, 2024), Critical Applied Linguistics (Pennycook, 2001; Rajagopalan, 2007), Decoloniality (Oliveira; Candau, 2010; Walsh; Oliveira; Candau, 2018; Mota-Pereira, 2020; 2022; 2024) and studies in Lexicology that deal with the interface between Lexicon and Teaching (Antunes, 2012; Basilio, 2004; Biderman, 2001; Ilari, 2004; Ferraz, 2015; Polguère, 2018). The analysis revealed that the lexicon still requires more attention in PFL textbooks. Teaching units fail to provide it with due pedagogical treatment, often presenting it in a decontextualized, repetitive, structural, and systemic manner. Furthermore, there is a gap in discursive and social practices, with the erasure of Brazilian social groups and realities, in addition to little attention being paid to linguistic plurality and the pluricentric nature of the Portuguese language. Therefore, the research highlighted the need for a new vision for language teaching based on linguistic education and a decolonial perspective. This vision aims to represent minority groups and question colonialities by redefining the teaching of the lexicon as it relates to the social realm, with the goal of promoting teaching that is closer to reality, and that is more authentic, and more socially engaged.