"Professores de inglês da escola pública: investigações sobre suas identidades numa rede de conflitos" / "English teachers in public schools: investigations about their identities in a net of conflicts"

AUTOR(ES)

Renata Maria Rodrigues Quirino de Sousa

DATA DE PUBLICAÇÃO

2006

RESUMO

This study focuses on the investigation of the professional identities of English teachers who work in public schools in the city of São Paulo. This is a qualitative research, with ethnographic aspects, aiming at analyzing the ways in which the professional identities of the investigated community are built. Through interviews with teachers and some of their students, as well as some questionnaires answered by some of the teachers, we have analyzed their identity construction under some aspects such as the adequacy to institutionalized models and the formation of cultural habits. The concept of identity used in this study is the concept of a social and political identity, pointed out by some authors such as Bakhtin (2002), Hall (2000) and Bhabha (1998). Other theories used in this study are the critical pedagogy, developed by Freire (1970) and also used by other authors like Giroux (1997), and Bianchetti (2001), as well as the theories of ideology construction, pointed out by authors like Ricoeur (1988) and Bruner (1986). The analyses indicate that the main factors that lead to the professional choice of English teachers are the “admiration” for the language and the belief in the “necessity” of learning it – both of them built by the neoliberal ideology – besides the search for “survival” in the job market and the social improvement that this knowledge promises to bring to the individual. The professional choice, therefore, has proved to be strongly influenced by the neoliberal ideology. The identity construction, however, does not take place in a passive way, since the teacher also influence in the social relations and in the construction of identities. It is noted that the teachers do not always demonstrate total awareness of the social and cultural constructions in a society. However, criticism was observed in various statements provided by the teachers. Besides, some students have questioned the “real necessity” of learning English.

ASSUNTO(S)

língua inglesa professores escola pública pedagogia crítica teachers public schools identidade english language critical pedagogy identity

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