Voices in a migratory context: a sociocognitive-discursive subject in perspective
Migrants. Socio-cognitive-discursive subject. Genres of language. Teaching Brazilian Portuguese as an additional language.
This paper aims to investigate whether and how the cognitive-discursive subjectivity of Venezuelan migrants presented in their textual productions and motivated by language genres, contributed to the development of teaching materials in Portuguese as an additional language. To fulfill this purpose, it was initially presented an overview about the historicization of the subject in philosophical and linguistic fields, observing it in its constitution to the point of being elevated to the status of protagonist, focusing on authorship, subjectivity, which implies its participation as a cognitive, social and discursive actor in the world of language. This means a situated subject that acts and moves in a collective semiotic construction of language with the world, and not the perception of this as given a priori (MARCUSCHI, 2007). To this end, works from classical antiquity were rescued, specifically Aristotle (384-322 BC. ); from Medievalism, St. Augustine (354-430); from Enlightenment, Descartes (1596-1650); from contemporary studies, Foucault (2006 [2001]) and Bakhtin (1995); from Critical Linguistics and sociocognitive linguistics, respectively, Fairclough (2001, 2003) and Marcuschi (2007), as well as the fundamental concept of interaction associated with cognition, by Vygotsky (1998). Thus, from a practical point of view, the aim is to build a parametric referential that can guide the elaboration of didactic materials to serve Spanish speakers. From the theoretical point of view, we aim at contributing as one of the reference works for studies in this area and as a stimulus for the development of new researches.