Teachers&apos; Discourse on English Language Teaching: Faces of Resistance and Neo-colonialism

If you have found this article useful and you think it is important that researchers across the world have access, please consider donating, to ensure that this valuable collection remains Open Access.

International Journal of Critical Diversity Studies is published by Pluto Journals, an Open Access publisher. This means that everyone has free and unlimited access to the full-text of all articles from our international collection of social science journals. Furthermore Pluto Journals authors don’t pay article processing charges (APCs).

scite_

International Journal of Critical Diversity Studies

Volume 2, Issue 1

Record: found
Abstract: found
Article: found

Is Open Access

Teachers' Discourse on English Language Teaching: Faces of Resistance and Neo-colonialism

research-article

Author(s): Gilberto Alves Araujo

Publication date (Print): 1 June 2019

Journal: International Journal of Critical Diversity Studies

Publisher: Pluto Journals

Keywords: discourse, English language, resistance, teachers, curriculum

Bookmark

Abstract

This work analyzes discursive representations within Tocantinian teachers' enunciations regarding themselves and the exercise of their teaching role, as well as English teaching-learning and its insertion in school. Considering our incursion through French Discourse Analysis we employ conceptions of forgetting, subjecting, ideological and discursive formations, according to Michel Pêcheux. In addition, we use analytical-methodological procedures by Eni Orlandi. Our investigation indicates that prestige and social status, often assigned to English language (EL), offer significant space to the ideas of struggle and suffering, whereas the sense of accomplishment, self-fulfillment and financial gains tend to be silenced. Teachers find the reasons for EL teaching through a presumed intellectual superiority, a linguistic utilitarianism and the economic system, while averting this same teaching from a propaedeutic function. Furthermore, a “unifying” discourse, which is a component of Brazilian imaginary, projects teachers as constant sufferers and strugglers. There is also a strong tendency, by teachers, towards reproducing learners' discourse about EL as a beautiful and difficult language. This image contrasts with an undervalued and underestimated position that teachers believe is assigned to EL in the school curriculum.

Content

Author and article information

Contributors

Gilberto Alves Araujo

Journal

Journal ID (doi): 10.2307/j50020082

Journal ID (jcode): intecritdivestud

Title: International Journal of Critical Diversity Studies

Publisher: Pluto Journals

ISSN: 2516-550X

ISSN: 2516-5518

Publication date (Print): 1 June 2019

Volume: 2

Issue: 1 ( doiID: 10.13169/intecritdivestud.2.issue-1 )

Pages: 71-91

Affiliations

English Department, Universidade Federal do Pará, Altamira, Brazil

Article

Publisher ID: intecritdivestud.2.1.0071

DOI: 10.13169/intecritdivestud.2.1.0071

SO-VID: 0205233f-aabf-4e16-b39d-a9cd2dd08494

License:

All content is freely available without charge to users or their institutions. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles in this journal without asking prior permission of the publisher or the author. Articles published in the journal are distributed under a http://creativecommons.org/licenses/by/4.0/.

History

Custom metadata

lang eng

ScienceOpen disciplines: Social & Behavioral Sciences

Keywords: teachers,English language,discourse,curriculum,resistance

References

Araújo, Alves. G. (2014). Representações sobre o ensino-aprendizagem de língua inglesa: entre os documentos oficiais e a fala do professor da escola pública. Masters' dissertation, Universidade Federal do Tocantins, Araguaína, Brazil.
Lacan, J. (2008). De um outro ao outro. In J. A. Miller (Ed.), O seminário 16 de Jacques Lacan: 1968–1969 (pp. 119–253). Rio de Janeiro, Brazil: Zahar.
Mason, M. (2010). Sample size and saturation in PhD studies using qualitative interviews. Forum Qualitative Sozialforschung, 11(3), 1–19.
MEC, Ministerio da Educacao (2007). Censo do Professor. Retrieved from http://portal.mec.gov.br/plano-nacional-de-formacao-de-professores/censo-do-professor.
Morin, E. (2008). Introdução ao Pensamento Complexo (5th ed.). São Paulo, Brazil: Instituto Piaget.
Morse, J. M. (1994). Designing qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative inquiry (pp. 220–235). Thousand Oaks, USA: Sage.
Orlandi, E. (1997). Gestos de leitura: da história no discurso. Campinas, Brazil: Unicamp.
Orlandi, E. (1998). Interpretação: autoria, leitura e efeitos do trabalho simbólico (2nd ed.). Petrópolis, Brazil: Vozes.
Orlandi, E. (1999). Análise de discurso: princípios & procedimentos. Campinas, Brazil: Pontes.
Pêcheux, M. (1995). Semântica e discurso: uma crítica à afirmação do óbvio. Campinas, Brazil: Unicamp.
Pêcheux, M. (1997). Análise Automática do Discurso. In F. Gadet & T. Hak (Eds.), Por uma Análise Automática do Discurso: uma introdução à obra de Michel Pêcheux. Campinas, Brazil: Unicamp.
Pêcheux, M. (2006). O Discurso: estrutura ou acontecimento. Campinas, Brazil: Pontes.
Sandelowski, M. (1995). Focus on qualitative methods sample size in qualitative research. Research in Nursing & Health, 18(1), 179–183.
Wertz, F. J. (1983). From everyday to psychological description: Analysing the moments of a qualitative data analysis. Journal of Phenomenological Psychology, 14(1), 197–241.

Comments

Comment on this article

[1] Araújo, Alves. G. (2014). Representações sobre o ensino-aprendizagem de língua inglesa: entre os documentos oficiais e a fala do professor da escola pública. Masters' dissertation, Universidade Federal do Tocantins, Araguaína, Brazil.

[2] Lacan, J. (2008). De um outro ao outro. In J. A. Miller (Ed.), O seminário 16 de Jacques Lacan: 1968–1969 (pp. 119–253). Rio de Janeiro, Brazil: Zahar.

[3] Mason, M. (2010). Sample size and saturation in PhD studies using qualitative interviews. Forum Qualitative Sozialforschung, 11(3), 1–19.

[4] MEC, Ministerio da Educacao (2007). Censo do Professor. Retrieved from http://portal.mec.gov.br/plano-nacional-de-formacao-de-professores/censo-do-professor.

[5] Morin, E. (2008). Introdução ao Pensamento Complexo (5th ed.). São Paulo, Brazil: Instituto Piaget.

[6] Morse, J. M. (1994). Designing qualitative research. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative inquiry (pp. 220–235). Thousand Oaks, USA: Sage.

[7] Orlandi, E. (1997). Gestos de leitura: da história no discurso. Campinas, Brazil: Unicamp.

[8] Orlandi, E. (1998). Interpretação: autoria, leitura e efeitos do trabalho simbólico (2nd ed.). Petrópolis, Brazil: Vozes.

[9] Orlandi, E. (1999). Análise de discurso: princípios & procedimentos. Campinas, Brazil: Pontes.

[10] Pêcheux, M. (1995). Semântica e discurso: uma crítica à afirmação do óbvio. Campinas, Brazil: Unicamp.

[11] Pêcheux, M. (1997). Análise Automática do Discurso. In F. Gadet & T. Hak (Eds.), Por uma Análise Automática do Discurso: uma introdução à obra de Michel Pêcheux. Campinas, Brazil: Unicamp.

[12] Pêcheux, M. (2006). O Discurso: estrutura ou acontecimento. Campinas, Brazil: Pontes.

[13] Sandelowski, M. (1995). Focus on qualitative methods sample size in qualitative research. Research in Nursing & Health, 18(1), 179–183.

[14] Wertz, F. J. (1983). From everyday to psychological description: Analysing the moments of a qualitative data analysis. Journal of Phenomenological Psychology, 14(1), 197–241.