Um olhar discursivo sobre o ensino de língua inglesa na rede pública: ensinar “o básico do básico?”

• Ano de defesa: 2013
• Autor(a) principal: Makiyama, Simone
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Letras e Linguística; UFAL
• Palavras-chave em Português: Análise do discurso; Ideologia; Língua inglesa - Estudo e ensino; Speech analysis; Ideology; English language - Study and teaching; Praticas discursivas - imagens ideológica; Discursive practices - Ideological images; Teachers - Discursive practices; CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/2372

This thesis presents a reflection based on English teachers’ utterances in order to understand the functioning of discourses that gives meaning to the English teaching and learning process in public schools. In this study it was investigated the representations that are present in language teachers’ speeches who work for municipal and state schools and how these utterances reproduce the pre-construct that “evidently” alleges that “only” “the basic of the basic” is taught in these schools. The corpus of this study is formed by the information collected through field notes and interviews with Primary and Secondary teachers who have been working in Regular and Youth and Adult Education for at least two years in this sort of educational environment. This investigation is founded on theoretical concepts of Pêcheux’s Discourse Analysis (DA) and the analysis is developed considering the imaginary formations in the discursive materiality in sayings of teachers, once it acknowledges that in discourse images are result of subjects’ various practices in social and historical relations. The result of this research pointed at four representational axes that emerged more prominently: i) the teacher’s image; ii) the student’s image; iii) the educational system image; and iv) the foreign language image. It is by the means of these representations that teachers tend to justify the “inefficacy” of their teaching practice, allowing us to unfold the ideological mechanism that naturalizes the discourse of teaching “the basics of the basics” in public schools. Through the analysis of English language teachers’ discourse who took part in this research, it was possible to observe the multiplicity and heterogeneity in subjects’ formation that work in the production of contradictory meanings in the discourse about foreign language teaching within the public educational system.