Discursive materialities in portuguese language teaching: the search with new languages

Abstract

This article has as the main goal to present a way of research whose the object of investigation is the mixed text in textbooks and evaluations in Brazil. The studies have been conducted by two researchers, in post-graduate studies since 2009, who have sought to answer some questions involving new languages in the Portuguese language teaching. Among these questions there is one that guides the others: how have the texts made up of more than one language been addressed in linguistic studies and in teaching materials over the years in Brazil? The corpus consists of textbooks, official documents for the area of LCT (BRASIL, 1994) and tests of the national evaluation systems (ENEM/ENADE). The theoretical bases of these studies are based on the French Discourse Analysis and Michel Foucault´s studies to the notion of discourse. In this sense, we emphasize notions such as utterance, discourse, archive, semiology and discoursive materialities through which we proceeded with the analysis. The studies highlight the need for an epistemological work more elaborate from the standpoint of theoretical and methodological framework for reading imagistic texts in schools in order to enable students to read these languages in a discursive bias, avoiding an empiricist, illustrative or representational reading.