Representations of learning English in Elementary Education and Senior High School. / Representações do aprender inglês no Ensino Fundamental e Médio.

AUTOR(ES)

Andreia Cristina Alves de Oliveira Silva

DATA DE PUBLICAÇÃO

2010

RESUMO

Although the teaching of English in São Paulo has a solid historical tradition, it does not yet happen in a satisfactory way in our secondary schools. Due to this difficulty, and with the aid of discourse analysis as the theoretical background, this research aims to investigate the representations that students from the 5th grade and from the 3rd year of Senior High School have concerning the learning of English in the public state-subsidized schools. Focusing on this topic, interviews with students were made and they constitute the corpus of the research. From a discourse analysis perspective, which considers language as a historical, ideological and social phenomenon, we started the research with a historical contextualization of public education. At this moment, a space of memory was delineated, showing the trajectory of a system of education marked by restrictions, impromptu and lack of quality. Presupposing that this memory constitutes public education in Brazil, the discourse of the students was analyzed with the aim of understanding their representations about the possibility of learning English at school. Initially, two main representations were found: the school as a place where people learn a lot of English and the school as a place where learning is not possible. These representations, which seemed to be opposite, reached a common endpoint due to the effect of memory and the capacity of meaning to slip. Thus, the representation of public school as the place where learning is not possible was identified as part of the predominant discursive formation. Continuing on the analyses, we focused our attention on the sayings about liking or disliking English and, at this time, the heterogeneity of discourse showed a decentralized subject who, constituted by the unconscious, produced conflicting utterances that were in accordance with the representations and memories that they had about school. Therefore, assuming that meanings are historical elements that are reconstructed in the discourse with the power of memory, we conclude that the representation of school as a place where learning does not happen is a preconstructed meaning that constitutes an ideological position. And this position is determinant in the processes of representation concerning the learning of English at public schools.

ASSUNTO(S)

memória discursiva representações análise do discurso discursive memory representations public schools discourse analysis ensino de inglês escola pública learning of english

Documentos Relacionados

• Using a communicative approach in the teaching of english in classrooms of adolescents in high school.
• AIDS in the school: the contexts and social representations of high schools students.
• Education and Tourism: a study about the insertion of the tourism in the fundamental and high education.
• A televisão e o rádio como instrumentos de educação ambiental no ensino fundamental.
• As representações enativas, icônicas e simbólicas decorrentes do processo de enculturação científica no primeiro ano do ensino fundamental