AS REPRESENTAÇÕES DO ENSINO DA LÍNGUA INGLESA O DISCURSO DA AFETIVIDADE E O DISCURSO DA DRAMATICIDADE

Abstract

With a theoretical basis on Michel Pêcheux s tradition of Discourse Analysis, this research has the objective of investigating the representations of English as a foreign language, identified in the student-teachers speech, through the process of discoursive negation. Such representations come from discourses that are in people s everyday lives, out of the school boundaries and constituting themselves in power that is embodied in the pedagogical practices of language teaching. The research data was organized through the observation of recorded interviews, of ten students of the Languages Course of the Federal University of Pelotas during their teaching practice period, in the year 2002. This information provided access to the representations concerning language teaching, which has supported the process of the English language teaching and learning. The discoursive sequences selected for analysis were grouped under two categories: the affection discourse and the dramaticism discourse. We have found that these sequences, under the process of discoursive negation, create an illusion of stability and cohesion desired to promote the learning of the English language. However, they are constituted of complex relations, linked to resistances among different discoursive formations and different subject-positions. We have attempted to bring light to discourse processes that are historically perpetuated under representations that shape the pedagogical and didactic procedures adopted in general, which are felt as evident, specifically those related to the teaching of the English language.