Experience; Narrative research; Identity practices; Alterity; PLE / PL2

Understanding that we conceive ourselves through social and human interactions, it is essential to reflect on the notion of experience (LAROSSA, 2002). The subjects are constituted through their personal and professional experiences, in the relationship with others, in the dialogue with the institutional knowledge, as well as by the critical understanding of themselves (JOSSO, 2004). The narratives of life are means by which we can observe and problematize the singularities of the subjects facing the historical, social and cultural contexts in which they are inserted. Thus, we propose a questioning about how the experience of the participants of the program “assistant teachers of Portuguese language” in France can contribute to the constitution of their identities (HALL, 2004; SILVA, 2014), and alterities (MIOTELLO, 2014). In addition, we understand this experience as part of the process of formation and knowledge of these PLE / PL2 teachers in schools in French territory. We situate our research in the studies of Applied Linguistics and also resort to the theoretical-methodological contributions of Narrative Research (CLANDININ & CONELLY, 2015) which, being focused on human experience, dialogues with various areas of Social Sciences. Moreover, Narrative Research, inserted in the qualitative research paradigm, is characterized by the understanding of the subjects from their interactions in a given social context. The analyzed data indicate that the identities of the subjects are constituted from their experiences. While some put themselves in the place of reflection about the imagined units, that is, the reifying discourses about a space, a culture, a people; others are constituted by relations based on differences, by the multiplicity of discourse. The exercise of otherness allows the subject to reflect on his teaching practice allied to his conceptions language / language / cultures.