Entre o silêncio e o dizível

Um Estudo Discursivo De Sentidos De Bilinguismo, Educação Bilíngue E Currículo Em Escolas Bilíngues Português-Inglês

Bibliographic Data

ID8049801
AuthorsLaura Fortes (0000-0001-9099-1802, corresponding author)
Year2016
Publication date2016-08-08
Peer ReviewedYes
Open AccessNo
TypeTHESIS
PublisherUniversidade de São Paulo. Agência de Bibliotecas e Coleções Digitais (PUBLISHER)
DOI10.11606/t.8.2016.tde-08082016-113652
OpenAlexW2523830346
LanguagePT
References cited42

This research proposes a discursive analysis of meanings of bilingualism, bilingual education and curriculum in Portuguese-English bilingual schools in the Brazilian educational system.Drawing on the materialist discourse analysis framework proposed by Michel Pêcheux in the 1970's, it examines a complex of heterogeneous discursivities shaping the real of the fast increasing number of those schools, which is often justified by a growing demand for the acquisition of the English language at an earlier age.In view of that complex of discursivities, research data comprises texts from four archives: a) scientific discourse on bilingualism, consisting of a bibliographic survey of academic research and publications on bilingualism; b) political-educational discourse, consisting of national/state language policies and curriculum guidelines; c) institutional discourse, consisting of texts available on bilingual schools' websites and news/advertising media; d) professional discourse, consisting of interviews with teachers and coordinators of three bilingual schools in the city of São Paulo.The first part of the research analyzes the formation of concepts, the conditions of production and circulation of meanings of bilingualism and bilingual education in the first three archives (scientific, political-educational and institutional).The second part of the research focuses on a discursive analysis of meanings of Portuguese-English bilingual schools' curricula in professional discourse, considering possibilities of its imbrications with the discourses analyzed in the first part.The main research question was formulated as follows: how is knowledge about language(s) constituted and organized in those school institutions, considering that Portuguese-English bilingual education is not regulated by law?The analysis indicates that the meanings of this lack of regulation function differently in a discursive process interpreted as a tension between the silenced and the sayable which is produced by the (de)regulation of political-educational discourse.The initial hypothesis predicted that meanings of English language teaching in bilingual education provision were produced by the preconstructed (the already said of other discourses) evoked by a social-historical memory of delegitimation of English language teaching in the Brazilian educational system.However, that hypothesis was only partially confirmed, as an incidence of other meanings was found in this discursive process, such as the representation of language as mediation, which has configured an imaginary of tension between "learning in English" and "learning English" We concluded that these meanings could be better understood if the curriculum were interpreted as a linguistic tool

Bilingual education · Curriculum · Linguistics · Neuroscience of multilingualism · Pedagogy · Political science · Portuguese · Sociology · Linguistic and Sociocultural Studies · Linguistics and Discourse Analysis · Linguistics and Education Research · Philosophy

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