Discurso de professores temporários de língua inglesa sobre a nova proposta curricular do estado de São Paulo : identidade e acontecimento

Abstract

This study aims at analyzing the utterances of temporary English Language teachers of Basic Education about the implementation process of new Curricular Proposal for Modern Foreign Language – English by the Department of Education of São Paulo State. In order to do so, it‟s necessary to track down the threads which weave the teacher/subject‟s discourse and investigate the representations that circulate in their imaginaries in the moment they are evaluated by the government, establishing possible relations with the identity construction process. The current research is based on the interface of the French Theory of Discourse Analysis sustained by Pêcheux‟s (1988, 1990, 2002) representation theory, by the concept of identity according to Coracini (2003a, 2007) and to the issues of knowledge and power, we Draw on the philosopher Foucault‟s (1999) presuppositions. The concept of identity is considered to be an ongoing process, the same time that it is constructed, it can be reconstructed, and therefore it is difficult to identify it. In this way, the term identity is seen in the sense of process of identification (CORACINI, 2003a). We gathered our corpus by the answers of a questioner and a recorded interview with three temporary English Language teachers of two public schools located in the inland of São Paulo State, in the end of 2009 year. We presumed that the teacher/subject has their identity based on an ongoing constitution process influenced by the historical-educational moment that it is lived by them. Thus, to the analysis, we discussed the inquiries: what representations do the teachers have about themselves and about the English Language, about the Governmental Politics, about the new Curricular Proposal? And what representations do the teachers have about classified test of temporary teachers of public school of São Paulo State? This research is organized in three chapters. The first one presents some basic concepts of Discourse Analysis that we used in the analysis. The second chapter presents the methodological procedures, conditions of production in which the teachers‟ utterances were produced. The third one shows the analysis, the discussion and the interpretation about the teachers‟ different discourses, followed by the final considerations. Soon, the utterances were revealed and we observed that the English Language teacher/subject constitutes themselves by hybrid multiple voices, their identity is complex. Their utterances reveal the English Language teachers‟ identity constitution in a continuous state of movement, signing the constitutive heterogeneity of the subject in the (post-) modernity.