REPRESENTAÇÕES DISCURSIVAS DE PROFESSORES DE LÍNGUA INGLESA DE UMA ESCOLA BILÍNGUE: (DES) CONSTRUÇÃO DE IDENTIDADES E POSIÇÕES-SUJEITO.

Abstract

This dissertation aims to analyze the discursive representations from three different English teachers of a bilingual school for understanding the identity moviments interfacing languages into the Bilingual Education accordingly to the the analyze develops into three categories: the English language as a global language, being bilingual, fluency and contact with foreign and native speakers and the identification with the English culture. The central hypothesis of this research is that English teachers from the bilingual school when face the Educational Purpose accordingly to foreign language acquisition, they fit in specific discourses when joining with the interdiscourse. Methodologically, it was chosen a qualitative, applied and exploratory study, for record, transcribe and interpret the discourses. This research is into the interdisciplinary line when approaching the theoretical assumptions of Discourse Analyses from French origin by PÊCHEUX (1997/2005/2011), ORLANDI (2012/2015) and another discourse analysts that make a relation with the concepts of subject, interdiscourse, discursive memory and the cultural studies from the post-modernity showing a reflection about the identity crisis based on Hall (2011), SILVA (2014), WOODWARD (2014). The analysis intends to show how the statements produced by the subjects are influenced by the interdiscourse, make them assumming different discoursive positions, linked to the identity construction.