2 research outputs found
Lugar, identidad y "sociedades de barrio" en Lisboa
A partir de dos estudios socio-antropológicos sobre dos barrios de Lisboa, situados en el casco antiguo, el objeto de este artículo es aportar una reflexión sobre la construcción social de barrios y de identidades de lugar, escalas de organización local y procesos culturales en una ciudad como Lisboa. «Sociedad de barrio» designa una configuración social específica encontrada en estos barrios -y aqui es donde radica uno de los puntos del análisis comparativo propuesto.Lisboako gune historikoan kokaturiko auzo biri buruzko azterlan sozio-antropologiko bitan oinarriturik, hainbat gairen inguruko gogoeta bat ekartzea da artikulu honen helburua: auzoen gizarte eraiketa eta tokiko identitateak moldatzea, tokiko antolamenduaren eskalak eta kultura prozesuak Lisboa bezalako hiri batean. «Auzo gizartea» da halako auzoetan aurkitu gizarte eitea izendatzeko esamoldea -eta horretan datza proposatzen den konparaziozko azterlanaren puntuetariko bat.A partir de deux études socio-anthropologiques sur deux quartiers de Lisbonne, situés dans la vieille ville, le but de cet article est d'apporter une étude sur la construction sociale de quartiers et d'identités de lieu, échelle d'organisation locale et processus culturels dans une ville comme Lisbonne. "Société de quartier" désigne une configuration sociale spécifique rencontrée dans ces quartiers -et c'est ici que réside l'un des points de l'analyse comparative proposée.The object of this article is to provide some reflection on the construction of social neighborhoods and site identities, degrees of local organisation and cultural processes in a town of the characteristics of Lisbon, based on two social and anthropological studies on two quarters in Lisbon, located in the old part of the town.«Neighborhood Society» designates a specific social configuration of such neighborhoods - and this is where one of the points of the proposed comparative analysis is
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Voices in the shadows: Reflections on the Portuguese-Azorean American linguistic heritage
This study calls attention to the diversity of Portuguese as a heritage language label in southern New England, focusing on the vanishing Azorean-American sociolinguistic heritage in the Greater Boston area. The researchers critically reflect on the attitudes regarding Azorean-American speech and ways in which such attitudes contribute, or not, to the survival of this local way of expression. Through a collaborative sociolinguistic and ethnographic research, this paper is based on the first author’s experience as a Portuguese teacher with young heritage learners of Azorean ancestry in one of the last high schools to offer Portuguese language study in the Boston area, in addition to his experiences as a university lecturer, coupled with second author’s long-term contact with the well-established Portuguese community of Cambridge and Somerville, Massachusetts.
The authors are interested in analyzing how this non-standard or “informal” variety (Carvalho, 1925; Pap, 1949; Cabral, 1985) has survived within “spatial, temporal, and ideological spaces of sociolinguistic hybridity and diversity” (McCarty, 2014: 255), or “sociolinguistic borderlands”, and how marginality affects the transmission of this variety, particularly at the level of young heritage language learners of European Portuguese of Azorean ancestry, who seek to nurture their ethnolinguistic identity by learning this language.
We thus analyze some of the conditions that continue to place the preservation of Azorean-American sociolinguistic identity at risk, including:
-The present condition of “Azorean speech” which, in its insular origins, is (still)m relatively marginal when compared to standard, continental Portuguese;
-The aging Azorean-Portuguese immigrant population, signifying that only the oldest community members (50+) continue to use spoken Portuguese (see the popular comedian Vavó (grandmother) Brito who represents traces of the traditional culture of the Azores in his comedy);
- A very narrow teaching perspective of European Portuguese in universities, and other local (Portuguese) community schools, supported by the Portuguese Government, imposing a standard variant that is often not recognized as a language of identity by immigrants and their descendants;
- The growing vitality of Brazilian Portuguese (Rubinstein, 2005), which is progressively occupying the space of the Portuguese language label in classes where Portuguese is taught;
-The American public education system, which often, either does not provide Portuguese language teaching with the desired continuity between grades (K-12) or does not offer Portuguese at all.
With this paper, the authors seek to discuss how the prospect of teaching Portuguese as a Heritage Language within the context of European Portuguese could better encompass the Azorean heritage to help preserve cultural and sociolinguistic aspects of these minority language communities throughout southeastern New England