As identidades que nos habitam: representações, culturas e língua(gens) no contexto escolar transfronteiriço

Abstract

This study aims to discuss and examine how are constructed, on the discursive practices, the identities and representations of the students studying in Brazilian schools, but reside in Paraguay. To achieve the proposed objective, were prepared and answered the following research questions: a) through own and others perspectives, how cross-border students construct their identities and represent themselves? b) how cross-border students through their own narratives, negotiate, repeal and manipulate their identities? c) what are and how are constructed representations about the social, cultural, linguistic and ethnic pluralism of the border scenario for students who live in Paraguay and study in Brazil? This paper is inserted under the Applied Linguistics, following the guidelines in order to break with the borders and disciplinary boundaries, towards an inter/trans/ indisciplinary perspective (PENNYCOOK, 2006; MOITA LOPES, 2006; SIGNORINI, 2006; CESAR/CAVALCANTI, 2007; COX e ASSIS-PETERSON, 2007; PIRES-SANTOS, 2011, 2012). Were used to generate records the principles of qualitative research/interpretive of ethnographic investigation (ERICKSON, 2001; BORTONI-RICARDO, 2008), having as support the perspectives of cultural and anthropological studies (BAUMAN, 2001, 2005; CUCHE, 2002; BHABHA, 2003; HALL, 2006, 2009; CANCLINI, 2011; BARTH, 2011), Educational Studies (HYPOLITO/ GANDIN, 2003; CANDAU, 2012) and sociology (BOURDIEU, 1989; 1997; ELIAS/ SCOTSON, 2000, FOUCAULT, 2002). The data used for the analyzes were derived from audio and video recordings, field notes and unstructured interviews realized with four focus groups, each group containing three students (twelve subjects interviewed in total). Were taken, the narratives (PENNA, 1998, MOITA LOPES, 2002; BARROS, 2011) from the interviewed subjects, as data for use in the research, the speeches, and the way they are constructed, are the first object of analysis. The research showed that issues of territoriality, ideology and power mark the identity constructions of cross-border students . Through the stories told, we can see that such students often can negotiate, revoke and manipulate their identities, having the possibility to choose the place where they want to belong and who want to be, highlighting the unstable and relative character of their identities. However, these individuals end up feeling pressured to choose just one ethnicity/nation and to use only one language in the school monocultural/monolingual context, marked by the predominance of the Portuguese language as hegemonic