A escrita criativa literária: retórica e interculturalidade entre a Língua Portuguesa brasileira e a Língua Francesa

Abstract

This research is situated in the studies of Contrastive Rhetoric and Intercultural Rhetoric, anchored in the field of Applied Linguistics, and aims to investigate the identification and understanding of the discursive choices of undergraduate students in the Letters: Portuguese and French teaching programs at the State University of Feira de Santana (UEFS). Thus, we aim to expand the research conducted in these areas, focused on teaching French as a foreign language to Brazilian students, since such studies are rare, while at the same time contributing to investigations related to literary texts in the French language, given that the emphasis of this type of research continues to be on works with the English language. Therefore, we analyze how the written literary text is organized regarding rhetorical practices and cultural conventions between Brazilian Portuguese and the French language. Therefore, the research is characterized as participatory, of an ethnographic nature, and its development consists of constructing the theoretical foundations regarding Contrastive Rhetoric, Intercultural Rhetoric, and literary written production in French as a foreign language. Methodologically, we chose as the object of study to examine the textual productions of the literary genre microfiction, originating from the offered course, namely: Literary Creative Writing Workshop, at the Higher Education Institution. To this end, studies that work with Contrastive Rhetoric and Intercultural Rhetoric in the analysis of literary written texts were consulted, among others that could contribute to this investigation. Based on the analyses carried out in this thesis, as results, we observed that students' literary texts, in addition to written language resources aimed at creating suspense, present cultural markers, such as ideas common in Brazil, slang, popular and regional expressions, and so-called “grammatical errors”, which recorded the typicality of the spoken language characteristic of the northeastern Brazilian community, and rhetorical patterns, such as the use of morphosyntactic elements; the use of sentence accessory terms, such as adverbs, modifiers, and complements; sentence inversions; and figures of rhetoric (and French figures of style) largely consistent with the cultural markers and rhetorical patterns of Brazilian Portuguese. Similarly, we emphasize that in the microfiction in French as a foreign language (FLE), some of these cultural markers and rhetorical patterns are specific to the French language, due to the academic training in FLE of the Language Studies students, which is ongoing at the university, providing contact with and knowledge of the French language. Thus, we conclude that there are paths and developments of this study within the scope of Contrastive Rhetoric and Intercultural Rhetoric of literary texts in Brazilian Portuguese, a contribution that proves to be extremely important for the classes of Brazilian Portuguese teachers. This possibility extends to other textual genres in the classroom. We also understand that a similar work can be developed in Basic Education, both in text analysis and in text production. This is because other training courses and didactic materials can be created in order to expand the theories and practices addressed in this thesis.