Possibilidades e (in)viabilidades do espanhol na educação básica: as leis da metade

Abstract

In this article, we discuss two sets of discourses: the system of enunciability of the possibility and the system of enunciability of the (in)viability of Spanish teaching and learning. Our corpus is established by the textuality of Law 11.161/2005, Resolution 2.742/2015, Law 13.415/2017, and reports of Spanish teachers. Based on the discursive-psychoanalytic paradigm, from an interpretative perspective, we count on the theoretical contribution of French Discourse Analysis with the intersection of psychoanalysis and in connection with Social Sciences (Pêcheux, 2008; Foucault, 2003, 2013). Therefore, we examine the meaning effects of the laws and the representations in teachers’ reports about these devices. Our analysis allowed us to conclude that the enunciability of possibility re-signified the conflicts arising from the textualization process of the Spanish Law. Also, the words of (in)viability worsen asymmetries, reproduce and legitimize social inequalities, thus reducing the perspectives of pluralistic language education in Brazilian schools.