The situation of teaching and learning Portuguese as foreign language has been changed significantly over the last decade in Mainland China. In order to meet the tremendous demand arose with this fact, emerges a significant group of young Chinese teachers of Portuguese who are now working actively in this scenario. The objective of this dissertation is to study the professional identities that this group constructs by analyzing their discourses in a set of interviews and semi-structured questionnaires. Under the theoretical perspective of interactional sociolinguistics (Teixeira e Silva, 2010; Pereira, 2002; Ribeiro e Garcez, 2002; Gumperz, 1982; Schiffrin, 1996), we work with the theories of representation of self (Goffman, 1975), contextualization cues (Gumperz, 1982), construction of identity (Gumperz & Cook-Gumperz, 1982; Bauman, 2005; Bucholtz & Hall, 2005; Hall, 2006; Moita Lopes, 2006), and performance (Moita Lopes, 2008) in the educational context (Silva, 2012; Lawn, 2001; Moita Lopes, 1994,1996). Methodologically, we adopt the ethnographic microanalysis (Erickson, 1996), proposing a qualitatively approach to analyze the discourses of nineteen young Chinese teachers of Portuguese. With this theoretical and methodological foundations, we investigate the teachers positioning in relation to four dimensions: i) professional motivations; ii) interaction between teacher and student; iii) concept of language, and iv) the process of construction of knowledge. The results show that, in this Chinese context, there are both teachers more and less conservative, and appears a tendency to see the role of teacher no longer as a controller, but as an advisor, and to consider interaction and context as fundamental aspects of teaching Portuguese as a foreign language.

近十年来，中国大陆的葡语教学情况发生了巨大的变化。为了满足这一变化所产生的需求，出现 了一批年轻的葡语教师。本文目的是通过分析中国大陆青年葡语教师的话语，研究其话语中的教 师身份的构建。本文采用互动社会语言学(Teixeira e Silva, 2010; Pereira, 2002; Ribeiro e Garcez, 2002; Gumperz, 1982; Schiffrin, 1996)，自我呈现(Goffman, 1975)， 语境线索(Gumperz, 1982)，个人 表现(Moita Lopes, 2008)以及在教学背景下(Silva, 2012; Lawn, 2001; Moita Lopes, 1994,1996)的身份 构建(Gumperz & Cook-Gumperz, 1982; Bauman, 2005; Bucholtz & Hall, 2005; Hall, 2006; Moita Lopes, 2006),相关理论为基础。在研究方法上，本文采用人种学微观分析 (Erickson, 1996) 的方法，通过 定性研究 19 位中国葡语教师的话语。数据通过半开放式问卷和采访获得。在此理论和方法论的基 础上，本文将分析在以下四个方面上教师们的表达：i) 教学原因; ii) 师生互动; iii）语言的概念, 以 及 iv) 对知识构建过程的理解。研究结果表明，在中国青年葡语教师中，保守类型和开放类型同时 存在。部分教师已经指出，在语言教学中，教师的角色应当从控制着变为辅助者，同样，部分教 师已经将互动和背景作为语言教学的基础。