DISCURSIVE REPRESENTATIONS OF ENGLISH TEACHERS ABOUT THEIR IN-SERVICE PRACTICE

Abstract

In this study, we try to develop a discursive approach on certain representations about English teaching-learning process. Our investigation was designed to discuss how some teachers (professors and in-service teachers) represent the English teaching-learning process, considering their pedagogical-educational enunciative instances (regular public school, regular private school, language schools, federal institutes and university). As a theoretical-methodological support, we adopted an inter/transdisciplinary approach that involves Applied Linguistics (AL), French Discourse Analysis (FDA) and Bakhtin Circle studies. For the data collection, we based on the AREDA proposal, by Serrani-Infante (1998) in which ten teachers, who participated in the research, enunciated. In this text, specifically, we discuss how teachers built representations about their in-service practice, in which we noticed discursive inscriptions pointing to the (in)efficiency of teaching and to the (de)valuation of the English language.