Língua adicional para a terceira idade: um olhar semiótico às particularidades do ensino-aprendizagem de língua espanhola no LETI -UERJ

Abstract

Through the thematic isotopes in the speech of level 1 (beginners) and level 4 (permanent studies) students and scholarship-receiving instructors who are part of the Língua Estrangeira para a Terceira Idade (LETI/UERJ), this study aims to find evidence of their discursive ethos (Fiorin, 2008) in order to draw up a profile of such students and scholarship-receiving instructors. The methodology of textual analysis used was primarily the third level of discursive or Greimasian semiotics – discursive level – with a focus on the content plane (Greimas; Courtés, 1979; Barros, 2005). However, elements from the first and second levels of the generative path of meaning were also used in the analysis of the corpus. Within the profile identified among volunteers, this research analyzes the students’ particularities, considering the concepts of learning styles (Gardner, 1995) and linguistic subintelligences (Torresan, 2020), which acknowledges that each one of the multiple intelligences have its own ramifications corresponding to the main variety of intelligences traced by Gardner (1995), who has questioned the idea of intelligence as one single, crystalized concept. On the other hand, the discourse analysis made on the speech of scholarship-receiving instructors has allowed certain aspects in the students’ discourse to be confirmed, as well as making it possible to verify how their singularities were dealt with during classes, taking into account the unique characteristics of the instructors in training too. In addition, this research intended to shed light on the role of LETI/UERJ as a resource for promoting the inclusion of elderly individuals in the community, going beyond linguistic matters and diving into the project’s potential to work as a mutual link between its elderly students and the academic community (Marangupe, Araújo, 2014) promoting exchange between different generations, since there is an age contrast among instructors and senior students. For this, Lotman’s (2001) concepts of semiosphere, borders, and translation, which are also discussed by Américo (2014; 2017), Nöth (1998) and Velho (2009) appear in this study, considering not only matters of apprenticeship and second languages but also the idea that, for communication to be effective there should be mutual willingness coming from both discursive subjects (Greimas; Courtés, 1979)