As identidades do professor de inglês no ensino médio integral em escolas públicas do estado de Sergipe em tempos neoliberais

• Ano de defesa: 2023
• Autor(a) principal: Teles, Gildete Cecília Neri Santos
• Orientador(a): Zacchi, Vanderlei José
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Letras
• Palavras-chave em Português: Formação de professores; Professores de ensino médio; Professores de inglês; Escolas públicas; Sergipe; Identidades; Ensino médio integral; Neoliberalismo
• Palavras-chave em Inglês: Identities; Full-time high school education; English teacher; Neoliberalism
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/18352

This research was developed from 2019 to 2022 and sought to investigate which identities are expected, built and negotiated by the English teacher inserted in public full-time High School education (EMI) in Sergipe in neoliberal times, considering the over-responsibility of the individual and the competitiveness as essential elements of contexts guided by neoliberalism (LAVAL, 2019) and recognizing the processes that favor the perpetration of the private sector over public education, in a decentralization that makes room for its privatization at different levels and forms. In this way, theoretical contributions were needed that went beyond Applied Linguistics (ZACCHI, 2016) – the field in which I am inserted – to sociopolitically support historical issues raised during the text, such as full-time education and neoliberalism. Through a qualitative research, which uses the EMI implementation and maintenance documents in Sergipe (SERGIPE, 2016a; SERGIPE, 2016b; SERGIPE, 2016c; SERGIPE, 2016d; SERGIPE, 2016e; SERGIPE, 2021), a questionnaire and semi-structured interviews with teachers of English in practice in the pedagogical model in question gathered in a focus group for narrative analysis and data triangulation. So, I sought to recognize characteristics of the neoliberal agenda in legislation and in my act of narrating myself and the act of the participants narrating themselves with the aim of bringing new modes of subjectivation to the fore by the conditions of possibility (FOUCAULT, 2013a) not only of the modus operandi, but also of resistance in a Minor Education (GALLO, 2002) that opens space for exchange between teachers and researchers, justifying the relevance of this study.