O ensinar-aprender-se(r) em língua inglesa: efeitos da identificação entre professores de língua inglesa e objeto de ensino na transmissão entre professores e aprendizes

Abstract

This research aims to contribute to the field of Applied Linguistics by examining potential effects arising from teachers' identification with imagined attributes ascribed to the English language in the transmission process between teachers and students, within the framework of the transferential bond. The study adopts a transdisciplinary approach drawing on both applied linguistics and Freudo-Lacanian psychoanalytic theory, with occasional references to the studies of enunciation informed by psychoanalysis, The primary assumptions guiding this research posit that, in educational contexts, the transmission of knowledge involves not only objective knowledge but also the emergence of the subject, encompassing an unconscious dimension that supports knowledge appropriation understood as an incomplete endeavor that includes the presence of lack (a missing signifier). Methodologically, a multi-case, qualitative, and interpretive study was conducted through psychoanalytic research, using a clinical orientation method. The corpus comprises transcribed interviews with three teachers and three students from public basic education in Bahia, Brazil. Additionally, students produced written narratives, and teachers created free association maps based on the clinical method used in psychoanalytically informed research on linguistics and education. Analytical gestures focused on listening to the participants' discursive singularities, observing their subjective positions regarding their learning of the English language and their desire to teach it. From the analysis of students' narratives, traces of what may have been transmitted through the pedagogical relationship were identified, considering symbolic and imaginary identifications. The analysis also revealed that, through a transferential bond, the desire to learn English can be transmitted, driven by symbolic identifications and varied imaginary representations. Moreover, it was observed that there are significant effects in the way English is represented by teachers within the narratives created to establish transference with students, provided both parties are subjectively engaged in the desire to teach and learn. An analytic three-stage listening approach was proposed as a device with the potential to facilitate an experience in which certain identifications can be unlocked, allowing space for the emergence of new ones, especially for the researcher.