Os efeitos de uma constituição identitária de um sujeito-professor de língua inglesa nos seus dizeres e modos de fazer em uma escola indígena pataxó

Abstract

The aim of this work is to analyze the utterances and the pedagogical practices of an indigenous English language teacher at Escola Indígena Pataxó Coroa Vermelha taking into account the socio-cultural context and issues related to language and identity(ies). To reflect on this, the object of the research is inserted in the field of Applied Linguistics and the theoretical and methodological framework is composed not only of applied linguists theories, but also of Freudo-Lacanian psychoanalytic theory and dialogues with the cultural studies informed by psychoanalysis. These fields allow a better articulation of concepts related to foreign languages teaching/learning and identity issues. Therefore we are aligned with the INdisciplinary Applied Linguistics (MOITA LOPES, 2006) and the Transgressive Applied Linguistics (PENNYCOOK, 2006), characterized by crossing conventional disciplinary borders in order to migrate concepts and share methodologies across fields. For the methodology, we propose a case study by the psychoanalytic way of investigation, therefore qualitative and interpretive, using the method of clinical orientation. In addition, the research was conducted at the aforementioned indigenous school, so it is also under the umbrella of ethnographic research. The corpus is composed of semi-structured interviews recorded and transcribed, logbook, clinical diary and photographs that do not expose people. As an overall result, this research has revealead that, reflecting a context of cultural hybridization, there is an uncanny resemblance (das Unheimliche) between the English language and the Patxohã language; however they occupy different positions in the affective and mnemonic-identitary orders when taught together during the English language classes. This study contributes to increase the visibility of another ecology of knowledge according to open cultural identities and epistemes that talk and listen to each other, enabling the emergence of other ways of seeing and re-signifying discourses and practices.