Banca de DEFESA: VANESSA DE ASSIS ARAÚJO

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : VANESSA DE ASSIS ARAÚJO
DATE: 22/06/2026
TIME: 14:00
LOCAL: Virtual
TITLE:

Subjectivities in English Language Teaching in the EMTI of EPCT

KEY WORDS:

Individual and social subjectivities; English Language Teaching; Subjective productions; EPCT; González Rey.

PAGES: 170
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

This study investigated the subjective process of English language (EL) teaching experienced by a teacher in Basic Education courses at a Professional Scientific and Technological Education (EPCT) school within federal educational network. The Theory of Subjectivity from a historical-cultural perspective, developed by the Cuban psychologist González Rey, was the central theoretical framework. Other references were also used understand the research information, as such: aspects related to English teaching, Basic Education, and EPCT in Brazil. The main motivation for conducting this study stemmed from my practice, experiences and observations as an English teacher and student in institutions in different states of Brazil, as well as abroad. Methodologically, Qualitative Epistemology and Constructive-Interpretative were adopted, both are part of González Rey theoretical framework for the study of human subjectivity. Regarding the results of this case study, the information interpretative construction relied on eight indicators of the participant's subjective productions, which provided consistency to three hypotheses elaboration. These hypotheses were developed and confirmed during the course of the investigation, based on the verbal, non-verbal, and written expressions of the collaborating teacher. The investigation revealed a network of subjective meanings produced by the participant regarding English teaching as a Foreign Language (EFL). Subjectivity in this teaching process did not prove to be an exclusively individual phenomenon. Above all, it presented itself as a system where individual subjectivity and social subjectivity are mutual. This prompted us to seek understandings that articulated the participating teacher individual subjectivity with school social subjectivity, under three axes of production concerning: EFL teaching singularities unmet by school, teacher's interaction with adolescent students in classroom and aspects related to school's social environment. The interpretative construction, indicators, hypotheses and collaborator subjective productions culminated in a configurational logic. This logic was characterized by a web of subjective meanings produced by the participant in her teaching practice, some of which were associated with unfavorable working conditions, teacher's exhaustion in carrying out her duties and collaborator's dissatisfaction, for example. One of the results was the unease experienced by the teacher. One this work conclusion is that subjectivities study emerges as a way to overcome reductionist, simplistic and uncritical understanding of school English language teaching, considering dichotomies between reason and emotion, subjectivity and objectivity, sensibleness and intelligibleness, individuality and collectivity. Subjectivity phenomenon is highlighted as not limited to individuals because school and social spaces are filled with human subjectivities that organize relationships and shared productions. In other words, human relationships are ordered by subjective meanings conceived throughout life experiences of those who coexist in socio-culturally and historically situated spaces. Finally, human subjectivities denial can hinder English teaching in such public Basic Education.

COMMITTEE MEMBERS:
Interno - CANDIDO SAMUEL FONSECA DE OLIVEIRA
Presidente - LUIZ ANTONIO RIBEIRO
Externa à Instituição - NELAGLEY MARQUES
Externo ao Programa - SERGIO MIGUEL GARTNER PAIS DE OLIVEIRA
Interno - VICENTE AGUIMAR PARREIRAS