(Des)Problematizando no ensino/aprendizagem da língua inglesa: uma proposta de uso de seriados para o reposicionamento discursivo e identitário de alunos-problema

Abstract

This study focuses on (dis)problematize the teaching-learning of English as a foreign language to students of a public school in a situation of social vulnerability. Therefore, the objective is to investigate the possible implications of the use of television shows for the teaching of the English language, in order to identify possible displacements of representations and behavior of students labeled 'problematic students'. The development of teaching material was conducted from a point of view of problematized language teaching build from the notions of the problem-posing pedagogy (FREIRE, 1981, FAUNDEZ & FREIRE, 1985) in order to observe possible discursive or identity (re) positioning of the participants of this research. According to the qualitative research model, the study is based on the pedagogical intervention method. Involving a series of in-class interventions with five activities of 50 minutes each in a class with students in a situation of social vulnerability, and also considered 'a problem' by the teachers. By the use of short videos extracted from TV shows, the researcher planned activities to debate the following topics: depression, relationships between parents/mothers, bullying and racism. The corpus of the research was composed of narratives and questionnaires. As analytical procedures, the assumptions of discourse analysis used mainly from the discursive resonances (SERRANI-INFANTE, 2001). Representations of the participants were comprehended indicating the (dis) construction of images that constitute him/her as a 'problematic student'. In this way, the results indicate that it is possible, from the intervention (dis) problematize around the nomination 'student-problem', to provoke and perceive subjective movements in the students that lead them to reposition themselves in personal relationships and in the community. Finally, it is necessary to understand that the school, and English-language teaching and learning, deal with historically 'imposed' situations and perpetuates the appointment and relationship with students who do not follow from what is expected. However, it is necessary to question old appointments and labels in order to build new relationships and conquer new positions.