Interseccionalidade e educação linguística em língua inglesa: uma análise discursivo-interseccional de teses e dissertações (2003-2023) (2003 2023)

Abstract

This bibliographic research emerges within the scope of English language teaching and learning as a foreign language, aiming to investigate the linguistic-discursive mobilization of social markers of race, class, and gender in research conducted in the Brazilian context. Guided by the lenses of Intersectionality (Gonzalez, 1984; Akotirene, 2019; Collins, 2022) and Discourse Analysis (Pêcheux, 1990; Orlandi, 1997, 2005), this study aimed at analyzing theses and dissertations that addressed language education in English from an intersectional perspective. To this end, representations of language education and identity were mapped in eighteen studies defended between 2003 and 2023. The analysis results point to echoes of a discursive memory that attributes a central role to language education in the critical formation of students, however, without considering the constitutive contradictions that permeate discursive practices in the school environment. Furthermore, despite the theoretical and methodological adherence to the field of Applied Linguistics, some studies perpetuate binary views of race, class, and gender identities. Such conclusions may be relevant for understanding how intersectionality is being addressed in Brazilian research and may suggest new pathways for Applied Linguistics in the national context.