O ensino da língua inglesa e a construção da identidade social de alunos do Ensino Médio de uma escola pública estadual de São Paulo

Abstract

The research’s goal was to analyze the possible influence of the English language in Third Grade students of the High School in a State Public School in the Great São Paulo. In which way the language may influence them in the social identities’ construction, as well the students’ representation of the whole process, such as English-speaking countries, language and means of communication. The choice’s motivation was that, in spite of the fact the population in general has direct contact with the language, including the participants of the research, through technology, fashion or entertainment, only a few people are fluent. The type of the research used was qualitative, because, with the interpretation of the data, I tried to present a relevant study for the society. In order to obtain information, questionnaires and interviews were used with a group of thirteen students of three classes of Third Grade of High School, between the months of August and October of 2014. To analyze the answers, Moscovici’s (2003) Social Representations Theory, Kern’s (2000) Learning and Teaching Language Approach and Ciampa’s (2005) Identities Constructions concepts were employed. The results pointed out that the research’s participants learn the English language by contact with leisure activities such as movies and songs, representing their relation with the language in a positive manner as a social rise’s tool and the English-speaking countries, mainly USA, as an example of social development and economic power