Internacionalização e aprendizado de espanhol: experiências, identidades e subjetividades de estudantes da UFMG

Abstract

The international experience notion of schooling is addressed in this dissertation as an opportunity for studies abroad through institutional programs of international collaboration among Spanish-speaking countries aiming at the learning and improvement of the Spanish language and its idiomatic universe as a cultural asset of access to knowledge, scientific innovation, and esthetics and aiming at the establishment of more plural subjectivities and Latin American integration. Thus, from the linguistic-discursive event in which the subject-student is requested to practice the Spanish language-culture in their discursive production practices of a Spanish-speaking country, we aim to investigate among the UFMG students, at technical and higher education, how these students imply their desire to become another in the international experiences of schooling and its consequences for the Spanish learning and also in the rewriting of their subjectivities. Therefore, we seek to understand the discursivities evident in Brazilian students about their immersion experiences mostly carried out in Latin America. And, considering the Epistemologies of the South (SANTOS, 2017), we envisage the internationalization as a possibility of tension and resistance, recognizing the tradition and the legacy of the periphery and improving the intercultural knowledge. This research has as theoretical background the Contemporary Applied Linguistics in its logics of interdisciplinarity, in the aspect that mystifies the centered subject and that adheres to the conception of the psychoanalytic subject, the subject of the language intersected by the unconscious. The main theoretical approach is the Analysis of French-Brazilian Discourse, based on PÊCHEUX’S theory of discourse (2008, 2009), intersecting with Freudo-Lacanian psychoanalysis (LACAN, 1964, FREUD, 1996b, and TEIXEIRA, 2011) and in articulation with some authors from the field of Social Sciences (CANCLINI, 2003a; SANTOS, 2011b) to understand the contemporary phenomena that arise in the discourses analyzed. Since language and its complexity are our objects of study, we also elicited the modalities of the theoretical-analytical contribution of AUTHIER-REVUZ (2004; 1998). Inserted in the discursive-psychoanalytic interpretative paradigm, the methodological route has a research corpus composed of sayings of 15 (fifteen) UFMG students. We used as tools for the generation of linguistic facts semi-structured interviews and autobiographical narratives elaborated by student-enunciators. Thus, from the perspective of a qualitative listening, attentive to the signifiers and the singular ways of saying and saying himself, we developed the psychoanalytically oriented discursive-linguistic analysis device aiming at when listening to the research subjects, we unravel from the linguistic materiality the elements which design its subjective constitution in the internationalization process and its consequences for the learning of the Spanish language. The results point to representations of experiences that form, transform, and overflow the subject, enabling in the body language linguistic, corporal, subjective, and synesthetic learning. These effects allow us to confirm the hypothesis that the experiences of international schooling only make it possible the Spanish learning if the subject-student inscribes his subjectivity, implies his desire to become another, and makes himself available for rewriting himself.