“Am I American, Too?”: A Critical Analysis of Brazilian EFL Teachers’ Discourse
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Revista Linguagem em Foco (Online) |
Texto Completo: | https://revistas.uece.br/index.php/linguagememfoco/article/view/8293 |
Resumo: | The current work is aimed at analyzing the speech of nine Brazilian teachers who teach English as a Foreign Language (EFL) for three renowned institutions of English language teaching in the city of Recife, Pernambuco, so as to verify if the mental models built justify polarization of the groups denominated as groups of US and THEM (VAN DIJK, 2015a). Such polarization has occurred in a reverse way, since Brazilian EFL teachers look up to the American culture in detriment of their own. This polarization reversal was caused in Brazil, not only by the exposure to American products, but also by the country's historical context. The influence of the American government upon Brazil, and its hegemonic power, began effectively around the 1940s, when they established a Bureau in Brazil to foster cultural exchange. Nonetheless, its creation favored the implantation of the American hegemony, which was channeled by diplomatic agreements with Brazil, which were established by the American government and materialized by institutions along with the export of its English language. This research uses a qualitative, transversal and analytical methodology and analysis was guided in the light of Critical Discourse Studies, having Van Dijk (2015a) as the main theoretician. It will support us to comprehend the socio-cognitive discourse aspects and their components, using the discourse triangle proposed by the author, discourse-cognition-society, as well as Souza (2018) and Moita Lopes (2003) among others to understand the historical context of the North American culture coming to Brazil and the mental representations built subjectively. |
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“Am I American, Too?”: A Critical Analysis of Brazilian EFL Teachers’ Discourse“Sou Americano, Também?”: Uma Análise Crítica do Discurso de Professores Brasileiros de EFLCritical discourse studies (CDS)Teaching English as a Foreign LanguageCulturePolarizationMental modelsEstudos críticos do discurso (ECD)Ensino de inglês como língua estrangeiraCulturaPolarizaçãoModelos mentaisThe current work is aimed at analyzing the speech of nine Brazilian teachers who teach English as a Foreign Language (EFL) for three renowned institutions of English language teaching in the city of Recife, Pernambuco, so as to verify if the mental models built justify polarization of the groups denominated as groups of US and THEM (VAN DIJK, 2015a). Such polarization has occurred in a reverse way, since Brazilian EFL teachers look up to the American culture in detriment of their own. This polarization reversal was caused in Brazil, not only by the exposure to American products, but also by the country's historical context. The influence of the American government upon Brazil, and its hegemonic power, began effectively around the 1940s, when they established a Bureau in Brazil to foster cultural exchange. Nonetheless, its creation favored the implantation of the American hegemony, which was channeled by diplomatic agreements with Brazil, which were established by the American government and materialized by institutions along with the export of its English language. This research uses a qualitative, transversal and analytical methodology and analysis was guided in the light of Critical Discourse Studies, having Van Dijk (2015a) as the main theoretician. It will support us to comprehend the socio-cognitive discourse aspects and their components, using the discourse triangle proposed by the author, discourse-cognition-society, as well as Souza (2018) and Moita Lopes (2003) among others to understand the historical context of the North American culture coming to Brazil and the mental representations built subjectively.O presente trabalho teve como objetivo analisar o discurso de nove professores brasileiros que ensinam inglês, como língua estrangeira, em três instituições renomadas de ensino de língua inglesa, na cidade de Recife, Pernambuco, a fim de verificar se os modelos mentais construídos justificam a polarização de grupos denominados como grupos de NÓS e ELES (VAN DIJK, 2015a). Essa polarização ocorre de modo reverso, uma vez que os professores brasileiros de EFL exaltam a cultura dos norte-americanos em detrimento da sua. Essa inversão de polarização foi causada no Brasil, não só pela exposição dos produtos norte-americanos, mas também pelo contexto histórico do país. A inserção do governo norte-americano no Brasil e seu poder hegemônico começaram, efetivamente, por volta dos anos 40, quando eles fundaram no, Brasil, um Birô com propósito de realizar intercâmbio cultural. Entretanto, sua criação favoreceu a implantação da hegemonia norte-americana que aconteceu entre acordos diplomáticos com o Brasil e que foram estabelecidos por instituições norte-americanas, juntamente com a exportação da sua língua inglesa. Assim, a pesquisa utiliza uma metodologia qualitativa, transversal e analítica e teve suas análises norteadas à luz dos Estudos Críticos do Discurso (ECD), tendo como principal teórico Van Dijk. Essa teoria nos ajudará a compreender os aspectos discursivos sociocognitivos e seus componentes, utilizando o triângulo do discurso proposto pelo autor, discurso-cognição-sociedade, bem como Souza (2018), Moita Lopes (2003) entre outros, para entender o contexto histórico da vinda da cultura norte-americana ao Brasil e as representações mentais construídas subjetivamente.EdUECE2022-08-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/epub+ziphttps://revistas.uece.br/index.php/linguagememfoco/article/view/829310.46230/2674-8266-14-8293Revista Linguagem em Foco; Vol. 14 No. 1 (2022): Interfaces entre a Internacionalização da Educação no Sul global e a Educação Linguística; 12-32Revista Linguagem em Foco; v. 14 n. 1 (2022): Interfaces entre a Internacionalização da Educação no Sul global e a Educação Linguística; 12-322674-82662176-7955reponame:Revista Linguagem em Foco (Online)instname:Universidade Estadual do Ceará (UECE)instacron:UECEenghttps://revistas.uece.br/index.php/linguagememfoco/article/view/8293/7024https://revistas.uece.br/index.php/linguagememfoco/article/view/8293/7025Copyright (c) 2022 Claudete Santana de Assis, Antonio Henrique Coutelo de Moraeshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessAssis, Claudete Santana de Moraes, Antonio Henrique Coutelo de2022-08-19T08:07:49Zoai:ojs.revistas.uece.br:article/8293Revistahttps://revistas.uece.br/index.php/linguagememfocoPUBhttps://revistas.uece.br/index.php/linguagememfoco/oailinguagememfoco@uece.br||2674-82662176-7955opendoar:2022-08-19T08:07:49Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE)false |
dc.title.none.fl_str_mv |
“Am I American, Too?”: A Critical Analysis of Brazilian EFL Teachers’ Discourse “Sou Americano, Também?”: Uma Análise Crítica do Discurso de Professores Brasileiros de EFL |
title |
“Am I American, Too?”: A Critical Analysis of Brazilian EFL Teachers’ Discourse |
spellingShingle |
“Am I American, Too?”: A Critical Analysis of Brazilian EFL Teachers’ Discourse Assis, Claudete Santana de Critical discourse studies (CDS) Teaching English as a Foreign Language Culture Polarization Mental models Estudos críticos do discurso (ECD) Ensino de inglês como língua estrangeira Cultura Polarização Modelos mentais |
title_short |
“Am I American, Too?”: A Critical Analysis of Brazilian EFL Teachers’ Discourse |
title_full |
“Am I American, Too?”: A Critical Analysis of Brazilian EFL Teachers’ Discourse |
title_fullStr |
“Am I American, Too?”: A Critical Analysis of Brazilian EFL Teachers’ Discourse |
title_full_unstemmed |
“Am I American, Too?”: A Critical Analysis of Brazilian EFL Teachers’ Discourse |
title_sort |
“Am I American, Too?”: A Critical Analysis of Brazilian EFL Teachers’ Discourse |
author |
Assis, Claudete Santana de |
author_facet |
Assis, Claudete Santana de Moraes, Antonio Henrique Coutelo de |
author_role |
author |
author2 |
Moraes, Antonio Henrique Coutelo de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Assis, Claudete Santana de Moraes, Antonio Henrique Coutelo de |
dc.subject.por.fl_str_mv |
Critical discourse studies (CDS) Teaching English as a Foreign Language Culture Polarization Mental models Estudos críticos do discurso (ECD) Ensino de inglês como língua estrangeira Cultura Polarização Modelos mentais |
topic |
Critical discourse studies (CDS) Teaching English as a Foreign Language Culture Polarization Mental models Estudos críticos do discurso (ECD) Ensino de inglês como língua estrangeira Cultura Polarização Modelos mentais |
description |
The current work is aimed at analyzing the speech of nine Brazilian teachers who teach English as a Foreign Language (EFL) for three renowned institutions of English language teaching in the city of Recife, Pernambuco, so as to verify if the mental models built justify polarization of the groups denominated as groups of US and THEM (VAN DIJK, 2015a). Such polarization has occurred in a reverse way, since Brazilian EFL teachers look up to the American culture in detriment of their own. This polarization reversal was caused in Brazil, not only by the exposure to American products, but also by the country's historical context. The influence of the American government upon Brazil, and its hegemonic power, began effectively around the 1940s, when they established a Bureau in Brazil to foster cultural exchange. Nonetheless, its creation favored the implantation of the American hegemony, which was channeled by diplomatic agreements with Brazil, which were established by the American government and materialized by institutions along with the export of its English language. This research uses a qualitative, transversal and analytical methodology and analysis was guided in the light of Critical Discourse Studies, having Van Dijk (2015a) as the main theoretician. It will support us to comprehend the socio-cognitive discourse aspects and their components, using the discourse triangle proposed by the author, discourse-cognition-society, as well as Souza (2018) and Moita Lopes (2003) among others to understand the historical context of the North American culture coming to Brazil and the mental representations built subjectively. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-08-19 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistas.uece.br/index.php/linguagememfoco/article/view/8293 10.46230/2674-8266-14-8293 |
url |
https://revistas.uece.br/index.php/linguagememfoco/article/view/8293 |
identifier_str_mv |
10.46230/2674-8266-14-8293 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
https://revistas.uece.br/index.php/linguagememfoco/article/view/8293/7024 https://revistas.uece.br/index.php/linguagememfoco/article/view/8293/7025 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Claudete Santana de Assis, Antonio Henrique Coutelo de Moraes https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Claudete Santana de Assis, Antonio Henrique Coutelo de Moraes https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/epub+zip |
dc.publisher.none.fl_str_mv |
EdUECE |
publisher.none.fl_str_mv |
EdUECE |
dc.source.none.fl_str_mv |
Revista Linguagem em Foco; Vol. 14 No. 1 (2022): Interfaces entre a Internacionalização da Educação no Sul global e a Educação Linguística; 12-32 Revista Linguagem em Foco; v. 14 n. 1 (2022): Interfaces entre a Internacionalização da Educação no Sul global e a Educação Linguística; 12-32 2674-8266 2176-7955 reponame:Revista Linguagem em Foco (Online) instname:Universidade Estadual do Ceará (UECE) instacron:UECE |
instname_str |
Universidade Estadual do Ceará (UECE) |
instacron_str |
UECE |
institution |
UECE |
reponame_str |
Revista Linguagem em Foco (Online) |
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Revista Linguagem em Foco (Online) |
repository.name.fl_str_mv |
Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE) |
repository.mail.fl_str_mv |
linguagememfoco@uece.br|| |
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1797068889446678528 |