Bilinguismo nas escolas públicas municipais: os sentidos produzidos pelos sujeitos sobre o ensino da língua inglesa no Complexo do Alemão

Abstract

The world is characterized in a global context where the scientific progress and technological advancements define the new demands from citizens. In this scenario, the teaching of English language becomes relevant because it promotes the encounter among cultures, the narrowing across borders as well as the fragmentation and reconstruction of identities. Thus, this research aims at understanding what/ how the subjects, 4th and 5th grade students, think about the teaching of English in Complexo do Alemão, from the theoretical and methodological approach of social representations as understood by Moscovici (2000, 2003, 2004), Jodelet (1989, 1996, 1997, 2001, 2003), Abric (1994, 2000, 2001, 2003), Sá (1996, 1998), De Rosa (1998), among others, because we consider that the representations and practices established by the subjects are inserted in time-spaces that are not crystallized and dependent on the socio-cultural dynamics that now follow , sometimes change , sometimes transgress the established and institutionalized rules . Therefore, this research has a qualitative approach of interpretative nature to capture the way these subjects perceive themselves in this context that is socially constructed, but makes use of quantitative data , situated in a quail quanti continuum (BROWN, 2004). By means of questionnaires and interviews, we aimed at capturing the aspects about the teaching of English brought by students, outlining the central and peripheral processes according to Abric (1994), contextualizing and approaching speeches , actions, contradictions and perceptions about the teaching of English in Complexo do Alemão. The results indicate six words that compose the central core: learning, teacher, tourism, study, future and language. Through the mentioned terms, distributed in the quadrants (VERGÈS, 1999), and according to the combination of the frequencies and the mentioning order, we noticed the centrality of representations of the word learn. The representative words of the central core were submitted to Analysis of Key Words e the words teacher and future were highlighted, as organizers of the representation in the subjects discourse, which suggests that the teacher is intrinsically related to their future for corresponding to the link or source of prospection in the teaching and learning process of the English language. As a final product, a printed Bilingual newspaper, entitled Class News, was produced so that the subjects involved in the research could give voice to their points of view in relation to the teaching of English.