Língua Inglesa e formações imaginárias: uma análise dos discursos de estudantes de Inglês Instrumental no Ensino Médio Integrado

Abstract

As a political project for Brazilian education, educational duality has always been present to ensure social division of classes, offering differentiated training for the elites and the working class. The creation of the Federal Institutes (IFs) in 2008 brought a proposition for a comprehensive human education, especially for those who did not have access to a public, free and quality vocational and technological schooling (EPT). One of the many contents available in the EPT curriculum is English for Specific Purposes (ESP). The subject is usually offered in technical courses to help students read texts in their professional field. At the Federal Institute of Pernambuco (IFPE) Campus Garanhuns, ESP is offered in the 4th year of high school integrated with Vocational and Technological Education, the last academic year of students at the institution, and preceded by 3 years of General English classes. Considering that omnilateral education aims to prepare citizens to critically think about their reality, including their teaching-learning process, the general objective of this dissertation work was to analyze the discourses of students, based on their imaginary formations, about the English language in the High-School-Integrated to the Vocational Training Course in Information Technology (IT), at the Garanhuns Campus. The specific objectives where: to analyze how students' identity affirmations related to the English language are constituted in their daily lives; to analyze the functioning of students' discourses about the English language and its relationship with the contemporary world of work; to analyze students' discourses about learning the subject of English for Specific Purposes, and to develop, as an educational product, a didactic guide for teachers of the subject so that they can approach it discursively. The research was guided by the theoretical-methodological device of Materialist Discourse Analysis affiliated with Michel Pêcheux and in Eni Orlandi's research developments in Brazil. As an instrument for the construction of discursive facts, the discussions and discursive production of the students were used during the application of a didactic sequence with a discursive approach. The data obtained were analyzed using French Materialist Discourse Analysis. The research indicated that culture materializes dominant ideologies and discourses; however, understanding the imaginary associated with the English language reveals a legitimate aspiration for improvement. This duality allows both a form of submission to the language and, simultaneously, a combative stance against the erasure of the mother tongue. Our conclusion is that the research and the Educational Product developed have contributed to the teaching of English for Specific Purposes, turning the discipline's classes into a space to reflect on the language and discourse