Concepções de discentes de letras sobre língua inglesa e seu ensino : reflexões à luz da linguística aplicada crítica

Abstract

The general objective of this dissertation is to reflect on conceptions of language, of the English language, and its teaching that prevail among students in a Undergraduate Language and Literature at a public university in the interior of Goiás, analyzing how these conceptions are articulated, or not, with the premises of a critical linguistic education. Therefore, the specific objectives are: (i) to investigate conceptions of language, of the English language, and of English language teaching held by students in a Undergraduate Language and Literature at a public university in the interior of Goiás; (ii) to discuss how such conceptions engage with, or fail to engage with, the principles of critical language education. To be developed, this research was approved by the Research Ethics Committee Involving Human Beings, via Plataforma Brasil, with the Research Ethics Committee of State University of Goiás (UEG) being the analyzing body. This work is linked to the research line of Language and Interculturality Studies. It is a qualitative-interpretative research (Bortoni-Ricardo, 2008), in which the generation of empirical material occurred through questionnaires and the holding of conversation circles with the students (Sampaio; Ribeiro; Souza, 2023). Anchored in Critical Applied Linguistics, conceived as an undisciplined and transgressive field that understands language as a situated social practice traversed by power relations and ideologies (Moita Lopes, 2006a; Pennycook, 2006), the research engages with critical perspectives on language education (Ferraz, 2024; Frank, 2024; Sabota; Frank, 2024; Pessoa; Silvestre; Monte Mór, 2018; among others). The results point, for example, to a predominance of conceptions of the English language permeated by a utilitarian and pragmatic view, which associates learning English with opportunities in the job market. This highlights how neoliberal discourses of commodification of language continue to exert a strong influence, even in university environments, which could favor more pluralistic, emancipatory teacher training practices aligned with linguistic education, serving as spaces for reflection, dialogue, and citizen participation. In this sense, this study contributes to the problematization of these themes in teacher training environments, such as universities.