Visão(ões) de cultura(s) em uma coleção didática de inglês como língua adicional

• Ano de defesa: 2018
• Autor(a) principal: Rossi, Rossana Cassanta
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Letras; UFSM; Programa de Pós-Graduação em Letras; Centro de Artes e Letras
• Palavras-chave em Português: Letras; Linguística aplicada; Língua inglesa; Livros didáticos; Estudos linguísticos; CNPQ::LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: http://repositorio.ufsm.br/handle/1/15295

The objective of this research is to analyze discourse in textbooks of English as an additional language to investigate visions of cultures. The visions of cultures are discussed from two perspectives: a Modernity view, characterized by being a singular vision, a large culture, a homogeneous vision; and, in contrast, a Post-modernity view, referring to diversity, to cultural plurality, to cultures (in the plural), characterized by a homogeneous vision. For this discussion, authors such as Bauman (2004), Holliday (1999), Hall (1997a), Jameson (1996), Harvey (1992) and Lyotard (1988) are presented. The textbook collection analyzed is a Take Over, published by Educational Scale, constituting the primary corpus. This textbook collection was selected to be part of the National Textbook Program for Modern Foreign Language 2015. For this reason, I also investigate the call notice 01/2013 that establishes the rules to include or exclude textbooks; and the “Textbook Guide 2015, High School, Modern Foreign Language" (BRAZIL, 2014), which presents the results and reviews of the selected textbooks. The analysis were based on the theoretical and methodological approaches of Systemic Functional Grammar and the Grammar of Visual Design, the open questions of signifiers by Copes and Kalantzis (2009), and the assumptions according to Fairclough (2007; 2009). ). The analyses started by the secondary corpus because they help to construct the context and the visions of cultures presented in the chosen textbook.The results of the secondary corpus showed a heterogeneous cultural perspective. However, the understanding of the concept of culture is neither clear nor critical. This lack of clarity and criticality results in reproductions and constructions homogeneous and heterogeneous. The results from the textbooks showed a cultural curriculum through the analyzes of themes and some ways of being young, in a plural, heterogeneous vision; however, those ways of being are constructed as a naturalized representation. At the same time, it was showed a reductionist and hegemonic vision construct by a predominance of Anglophone subjects represented only as British and American nationalities and by the geopolitical mapping of the sources of the main texts that indicated a predominance of two Anglophone countries, United Kingdom and United States. Moreover, an analysis of pre and post-textual in a representative sample pointed out that a critical view of the text was not promoted, because none activities address to any aspects of the Context of Situation and Culture.