Dizeres e não dizeres de professores de escolas rurais do município de Uberlândia sobre gêneros e ensino de línguas

Abstract

This work aimed at analyzing the speeches constructed about gender by Portuguese teachers (PT) and English teachers (ET) at public municipal schools in the interior of Minas Gerais. We aimed at delineating the concept of subject underlying the subjects´ notion of gender and identify the role that PT and ET attributes to himself and to the student when he/she enunciates on language teaching in the Countryside Education, discussing possible consequences of these issues for some PT and ET while working in countryside public schools. In order to do so, our investigation made use of Applied Linguistics and the Dialogic Discourse Analysis with the theoretical assumptions of the Bakhtin Circle and his philosophy of language. We held our investigation in a discursive area that allows us to hear the various voices coming from the school practice and public policy for education in countryside areas. AREDA (SERRANI, 1998) was used as a theoretical and methodological framework for data collection. In our analysis, we considered the voices and the conditions of production that constitute 03 English teachers and 03 Portuguese teachers because we believe that from the statements of these subjects, we could analyze various voices that focus on the teaching of genres in the countryside area. From discursive sequences selected, some notions such as discursive resonance, and others, can be seen interwoven. We assume that there is an amount of voices permeated by deletions, omissions, contradictions and denials and that are revealed through teachers' sayings about gender and their relationship with the school. To confirm or refute this issue, a few questions were outlined, namely: i) What are the voices that the ET and PT public countryside schools evoke to enunciate on the discursive procedures instituted in language teaching in the countryside? ii) What are the discourses built by English and Portuguese countryside school teachers about the teaching-learning processes and their training regarding the issue of teaching genres? iii) In which discursive inscriptions teaching in the countryside education permeates the sayings of the subjects when enunciate about gender? To answer these questions, we have adopted the concept of gender in Bakhtin and Adam and Bronckart’s perspective. We admitted our discussion on the National Curriculum Parameters as well as the laws and guidelines which constitute public policies in language teaching in the countryside education. We seek to offer with this work some theoretical contributions regarding the issue of gender and the training of teachers and language teaching. We also want to contribute on some public policies in the area of Countryside Education, which needs to be discussed in the academic area with new researches, in order to minimize some social, educational and historical inequalities suffered by the people in the countryside. We have analyzed the sayings of PT and ET and realized the lack of theoretical conceptions about gender, i.e., some teachers are constituted by lacunar formations that lead them to a difficulty on designing discursive/textual genres. Such issue may cause the teacher sign up in misguided places about education issues through genres, increasing the difficulties for these subjects in teaching and learning languages. We also comprehend that the teacher’s constitution in the Countryside Education, concerning language teaching/genres, shows that, despite many adversities, being inscripted in a citizenship process (re) means that subject in a Countryside Education.