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Master's Dissertation
DOI
10.11606/D.8.2007.tde-22102007-115235
Document
Author
Full name
Elisa Pinto de Oliveira
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2007
Supervisor
Committee
Grigoletto, Marisa (President)
Barzotto, Valdir Heitor
Carmagnani, Anna Maria Grammatico
Title in Portuguese
A relevância de se ensinar/aprender a língua inglesa na escola pública: o discurso de pais e alunos
Keywords in Portuguese
Análise de Discurso
Ideologia
Língua Inglesa
Pais e alunos
Posição identitária
Abstract in Portuguese
O presente trabalho tem como objetivo analisar o discurso de pais e alunos do ensino médio da rede estadual com relação à relevância de se ensinar/aprender a língua inglesa (LI) no Brasil de hoje. Trata-se de uma pesquisa cuja metodologia e aporte teórico estão fundamentados na Analise de Discurso de linha francesa de Michel Pêcheux. A coleta dos dados para análise foi realizada na Escola Estadual Prof. Christino Cabral, localizada no município de Bauru, Estado de São Paulo, a partir de entrevistas gravadas com pais e alunos desta escola e questionários com perguntas abertas, respondidas somente por alunos. A análise das representações discursivas de pais e alunos sobre o ensino/aprendizagem da LI revelou que seu discurso está ancorado na tendência neoliberal-tecnicista da Filosofia da Educação brasileira, bem como está perpassado pelo discurso neoliberal-capitalista presente na mídia. Identificou-se que a LI é vista como um instrumento a ser usado nas questões pragmáticas relacionadas ao mercado de trabalho, à globalização, ascensão social e status, no sentido de aprender inglês para conseguir melhores condições na vida profissional e pessoal. Concluiu-se que tanto a ideologia neoliberal-tecnicista quanto a neoliberal-capitalista influenciam a construção das posições identitárias imaginárias dos pais e alunos, levando-os a se representarem em uma posição identitária inferior à do falante de LI. Isso cria um desejo nos pais de que seus filhos atinjam uma posição "melhor" que as suas próprias e, nos alunos, um desejo de serem "tão bons quanto" os falantes de LI, o que a ideologia diz "somente" ser possível de se atingir através do saber/falar esta língua.
Title in English
The pertinence of teaching/learning the English Language in public schools: the discourse of parents and students
Keywords in English
Discourse Analysis
English Language
Identitary position
Ideology
Parents and students
Abstract in English
The purpose of the present study is to analyze the discourse of state public high school parents and students with regards to the pertinence of teaching/learning the English language (EL) in Brazil today. The methodology and theory of this research is based on the French Discourse Analysis of Michel Pêcheux. The data for the analysis was obtained at Escola Estadual Prof. Christino Cabral, located in the municipality of Bauru, State of São Paulo, through taped interviews with parents of students and students attending the school and an open question survey that was only answered by students. The analysis of the discursive representations of parents and students about teaching/learning the EL disclosed that the keystone of their discourse is the neoliberal technicist Brazilian Philosophy of Education and that it is within the neoliberal capitalist discourse that has been present in the media. It was verified that the EL is seen as an instrument to be used in pragmatic matters in connection with the labor market, globalization, social ascension and status, in the sense of learning English in order to attain better conditions in one's professional and personal life. The conclusion reached is that both the neoliberal technicist and the neoliberal capitalist ideologies influence the construction of the imaginary identitary positions of parents and students, leading them to represent themselves at an identitary position that is inferior to that of an EL speaker. That creates a desire in the parents that their children reach a position that is "better" than their own and, in the students, a desire to be "as good as" EL speakers, which the ideology says "only" to be possible of attaining by knowing/speaking that language.
 
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Publishing Date
2007-11-06
 
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