This research investigates how students translate and interpret the discourse of the
reintroduction of the Portuguese Language in East Timor. The students are learning this
language as part as the training course named Bachelor of Natural Sciences degree, that was
offered by a Brazilian cooperation from October 2009 to December 2010. The research is
based on data produced or reconstituted from my experience as a teacher in this course that
was promoted by the "Program for Teacher Qualification and Portuguese Language Teaching
(PQLP) coordinated by CAPES Foundation. For data discussion, I use as theoretical and
methodological tools: Maingueneau concepts (2008), especially "interincomprehension" and
"simulacrum"; and the concepts of “strategy” and “tactics” by Michel de Certeau (2012),
which compose his polemologico model of cultural appropriation. The analysis suggests that
the way course participants and trainers appropriate themselves in the reintroduction policy
of discourse of the Portuguese Language in East Timor is determined by different discursive
formations and that the interdiscursive relationship established between them cause the
phenomenon of "interincomprehension". Understanding how these discursive formations
translate themselves into the classroom, in teaching and learning the Portuguese Language
activities, can contribute to (re)define the educational interventions in the Portuguese classes
in the teacher training course and the policy of reintroduction of the Portuguese Language in
East Timor. We argue that the teaching and learning of the Portuguese Language in East
Timor need to be understood not only from the didactic point of view, with regard to the
construction and mediation of knowledge between students and teachers, but also from the
ideological point of view, since the current teachers training programs in this country,
represent a project that may conflict with the society’s values and beliefs about the Portuguese
Language and the relationship between the school and other institutions.
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