A ANÁLISE DO DISCURSO COMO REFERENCIAL TEÓRICO-ANALÍTICO PARA O ENSINO DE LÍNGUA INGLESA:

uma teoria em prática

Abstract

Learning English is often seen in our country as essential for people to meet today's demands. However, we have observed that pedagogical practices concerning the teaching of English do not keep up with the dynamics of these new times, prioritizing, in general, traditional teaching that is often disconnected from the reality of learners. In this article, we propose a rethink of traditional English teaching practices, taking as our theoretical-analytical framework the Materialist Discourse Analysis (DA), founded in France by Michel Pêcheux (1969 [1997]), and the studies developed by Orlandi (2009, 2006, 2005, 2004) in Brazil. Among the contributions of DA, we highlight its attention to the concept of conditions of production, the place in and through which the subject is inscribed in its relationship with language in operation and history. In addition, the shift from the Saussurean notion of homogeneous language to discourse makes it possible to understand how discourse works at its different levels, taking into account the power games that are inscribed in it. Taking a theory into practice, we also propose language teaching and learning strategies as possibilities for (re)inscribing the learner subject in another language, based on their position. Although our article focuses on the teaching of English, we understand that this perspective also contemplates the teaching of language(s), taking into account the particularities concerning the relationship between subject, language and the production of meanings specific to each social formation in its specific time.

Keywords: Teaching and learning; English language; Materialist discourse analysis