Based in the comprehension that we are all challenged by socially constructed imaginaries about every object and being around us, and, by knowing that the fellows do not have total autonomy or consciences about everything related to their actions with the language (ORLANDI, 2005), our purpose with this research is to investigate potential imaginaries from teacher trainees about the Spanish language and to observe, in the case those imaginaries are confirmed, how do they affect their teaching practices, which is also a social product that involves negotiations of meanings. Since there are many studies about students and teachers' imageries in the cultural and identitary areas of the languages, this research proposes a questioning about the existence of imaginaries about the materiality of the language. To this end, we intend to delimit certain objects of interest in the target language, in this matter, some verbal structures that present two potential forms (such as the pretérito perfecto de indicativo with its simple and compound forms, and the pretérito imperfecto and pluscuamperfecto de subjuntivo in which concern to the -ra and -se ends' variation), some morphological aspects related to the diphthongization and some assumptions about the presente continuo structure, formed by the periphrases [verbal lexeme + a + infinitive form]. We hypothesize that there is an imaginary guided by the idea that using verbal forms more distinguished to his mother tongue's structure, the speaker would be closer to the target language and farther from the Portunhol Interlingua. This research is presumed, therefore, as an instrument to check some initial intuitions and as an opportunity to discuss about the reflections of those potential imaginaries in the teaching-learning practices of Spanish as FL, in a Brazilian context. We adopt a quali-quantitative approach to the data collection, using an acceptability test, as well as a semistructured interview. As theoretical-methodological support, we use Pêcheux (1995), Orlandi (2005) and Celada (2002), to the comprehension of the imaginaries and their potential interventions in the teacher trainees' practices. We also use Lüdke and André (2014) as a support about the research methodologies in the Education area, such as another theoretical instrument that could support us to think of the relation between the potential imaginaries and their consequences on the teaching-learning practice of foreigner languages, in accordance with the scenario where the data is collected.
News published in Agência FAPESP Newsletter about the scholarship: