“Hay toda uma história por detrás”: reflexões sobre portunhol em uma perspectiva autoetnográfica

Abstract

In this research, I seek, through autoethnographic (JONES et al., 2013; ELLIS 2004; ELLIS et al., 2011; SILVA, 2011; BOCHNER, 2013; ELLIS AND ADAMS, 2014; CRISTÓVÃO, 2018; TAKAKI, 2020), Searching through memories, reliving dizzyness and awakening ghosts to launch myself, then, into the experience of telling myself. For this, I understand that autoethnography, as a methodological contribution, is defined in contradiction with the binary structuralist thought and proves that academic work can be, at the same time, theoretical and practical, analytical and emotional, real and fictional, personal and social, allowing the self-centered researcher to look more freely to give interpretations and meanings to events, happenings and experiences (BOCHNER, 2016). Likewise, anchored in translingual studies (GARCÍA and LI WEI, 2014; LI WEI, 2018; CANAGARAJAH, 2013, 2017; ROCHA (2019); FERNANDES and SALGADO, 2019 and SALGADO et al., 2022), I dig my memories of different moments of my experience of my uninterrupted training process as a Spanish teacher, in two places, two institutions that contributed (and one still contributing) to this teaching process, the Public school Hermenegildo Vilaça, located in Juiz de Fora, Minas Gerais, and the school Celso Suckow da Fonseca Federal Technological Education Center (CEFET/RJ), located in Valença, Rio de Janeiro — where, today, I teach Portuguese and Spanish, in an attempt to answer a research question: What is this phenomenon that has been ostensibly called Portunhol? Finally, this thesis, by rescuing the memories of this Spanish teacher, placing them in the foreground, I proposes to Brazilian Hispanists, teachers in initial and continuing education, a renewed look at the language practices that emerge from the friction of different linguistic repertoires (BUSCH, 2015).