A persistência do mito do falante nativo em aulas de inglês e seus impactos na educação linguística

Abstract

This dissertation aims to investigate the persistence of the native speaker myth in English classes in Brazil and its impacts on linguistic education. To achieve this, it analyzes how this ideology (the native speaker myth) affects students and teachers in different teaching contexts. The research adopts a qualitative approach, utilizing semi-structured interviews with teachers and students from two public schools and one English course. The theoretical framework addresses the concept of the native speaker (Bloomfield, 1933; Chomsky, 1965, 1971; Crystal, 1987; Davies, 2003, 2004; Hornby, 1977) and its ideological, sociolinguistic, and colonial constructions (Ballestrin, 2013; Mignolo, 2010; Pennycook, 1998; Quijano, 2010). Additionally, it draws on the concepts of Identity (Hall, 1992; Leffa, 2012) and Language Ideologies (Bambi, Schieffelin e Doucet, 2000; Doerr, 2009; Irvine, 1989; Irvine e Gal, 2000; Silverstein, 1992; Woolard e Schieffelin, 1994) to reflect on the implications of this myth for the identity of Brazilian English learners (both students and teachers). The findings reveal that the native speaker myth continues to shape perceptions of linguistic competence and promote unattainable ideals. Many students associate English fluency—especially when approximating the model of a native speaker—with the possibility of social mobility and professional success. This perception is driven by the centrality of the English language in the globalized job market, where English proficiency is often seen as a requirement for accessing better job opportunities, education, and inclusion in international networks. Among teachers, the myth also manifests in the pressure to achieve an idealized level of fluency, often reinforced by certifications and pedagogical practices that emphasize this standard. The research underscores the need for critical linguistic education that deconstructs colonial ideologies, values cultural and linguistic diversity, and promotes the formation of reflective citizens engaged in social transformation.