Representações discursivas de professores de línguas sobre o ensino-aprendizagem em contexto de educação prisional

Abstract

This study presents and discusses prison education (PE) and some of its crossings, based on the assumption that teachers in this context are in constant tension due to a memory of social delegitimation of teaching and a lack of knowledge about what teaching and learning at PE is. Therefore, our objective was to analyze, through the “Análise de Ressonâncias Discursivas em Depoimentos Abertos (AREDA)” proposal, the discourse of teachers who work or have worked in this teaching modality, identifying, in the testimonies of three of these professionals, some discursive representations about PE, about themselves as teachers, about the classroom/classcell, about their students and about teaching and learning languages in this environment. To support our positions and theoretically base our discussions, we opted for an interface between a post-Westernist transgressive and undisciplinary Applied Linguistics (LA), as proposed by Penycook (2003) and Moita Lopes (2006), with the Dialogic Discourse Analysis (ADD), based on the Bakhtin Circle and also with the French Line Discourse Analysis (ADF), based on Michel Pêcheux. After the collection and transcription of the testimonies, they were analyzed in and the enunciative regularities between the teachers' statements constituted their representations. They are: PE is a liberating and humanizing; The language teacher at PE needs to resist and confront tensions; The PE student is a subject deprived of humanity; The classroom/classcell is a space in which teachers and students are under surveillance; Finally, the teaching and learning of languages in the PE is represented between questioning its usefulness and a search for citizenship. Trying to understand the discursive representations about PE is a way of positioning ourselves in favor of Human Rights, dignity and social well-being and this is an indispensable task for Applied Linguists committed to society.