Recusas e deslocamentos subjetivos de duas professoras de inglês em contexto encarcerado

Abstract

This paper investigates the discursive positions taken or denied by two English teachers of Juvenile Detention Centers in Belo Horizonte city,MG.It is focused on the teachers who work in this space of reclusion/exclusion, in order to shed light on the way they build themselves,their actions and their sayings as English teachers in this space. More importantly, this study seeks to understand how the teachers(re)build their discursive position from the influence of a research(er) within their classrooms.In order to do so, it especially addresses issues on the English language teacher education; on the notions of time, space and memory, as well as on identity and subjectivity shifts.Interviews developed with the teachers in two different research projects will be analyzed.The study is conducted by the Discourse Analysis methodology. Analysis indicates that the teachers experience subjectivity shifts as they are called upon to rethink their pedagogical choices and their discursive position, standing or denying – in a not harmonious or uniform way – their English-teacher-position,as a possibility of personal and professional empowerment.