Ideologias de linguagem articuladas nos discursos sobre a reforma brasileira do ensino médio: por que sai espanhol e fica inglês?
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2023-12-04
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Universidade Federal de Goiás
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Entre 2014 y 2023, Brasil traspasó cuatro cambios de gobierno federal: Rousseff (2014 - 2016),
Temer (2016 - 2018), Bolsonaro (2018 - 2022) y Lula (2023 - 2027). Un golpe jurídico y
político destituyó a la ex-presidenta Dilma Rousseff (Considera, 2019; Nogueira, 2022) en
2016. Michel Temer, su sucesor firmó una serie de Medidas Provisorias (MP) que determinaban
reformas en la Previdencia, en el Ministerio de Trabajo y en la educación. La MP nº 746 de
2016 (en adelante ley nº 13.415/2017) estableció una reforma en la secundaria, revocó la ley nº
11.161 (Brasil, 2005), de oferta obligatoria de la lengua española, y mantuvo solamente la oferta
del inglés. Delante de ese escenario político, educacional y lingüístico, realicé una investigación
cualitativa y documental para identificar y analizar las ideologías de lenguaje (Irvine, 1989;
Kroskrity, 2004; Woolard, 2012[1998]; Cameron, 2014; Rosa & Burdick, 2017; Arnoux, 2018),
concepciones de lengua y educación vinculadas al proceso de exclusión del español y
permanencia del inglés en la secundaria. Mi análisis se enfocó en instrumentos lingüísticos
(Arnoux; Bein, 2015) específicos de la reforma educacional, publicados entre 2014 y 2023:
directrices, reportajes, referenciales curriculares, informes, libros didácticos, documentales,
discursos políticos etc. Constaté que persisten las ideologías del inglês como fetiche lingüístico
(Bein, 2012), como lengua franca (Rocha, 2020), la lengua como código, la ideología del
monolingüismo (Pratt, 2012) y la concepción instrumental de enseñanza para una formación
fragmentada y para el mercado de trabajo (Bittencourt, 2019; Nogueira, 2022). Com relación
al español, la citación periférica (oferta optativa) en los documentos analizados reiteró la
representación de que la lengua es desnecesaria. A parte, Guedes, ex-ministro de la economía
del gobierno Bolsonaro, representó el Mercosur como ideológico, donde la relación entre Brasil
y países vecinos del Mercosur sería una prisión cognitiva, y Argentina se relacionaría con países
que tienen inclinaciones bolivarianas. En los Proyectos de Ley (PLs) que solicitan la
permanencia del español como oferta en las escuelas públicas y privadas brasileñas, se revelan
discursos que articulan la ideología “panamericanista”, a través de los ideologemas “español
como lengua universal”, “lengua de encuentro” y la reafirmación de un valor económico a la
lengua. Se desvelan, aún, los discursos que articulan la ideología “latinoamericanista”, a través
de los ideologemas “las lenguas son libres e iguales en derecho”, “la defensa de las lenguas
minoritarias es siempre progresiva”, y “la diversidad lingüística es una riqueza que debe ser
defendida” (Arnoux; Del Valle, 2010) Aunque las Diretrizes Curriculares Nacionais - DCNs
(Brasil, 2020) hayan presentado reflexiones sobre “translinguismo”, “Portugués como lengua
de acogida” y datos sobre educación indígena, para surdxs y refugiadxs, el material moviliza la
concepción de lengua como invención colonial (Makoni; Pennycook, 2007; Makoni; Meinhof,
2008), y se constata que hubo una hierarquización de la enseñanza de LEs. Las ideologías del
inglés son reiteradas en perjuicio y marginalización de las lenguas indígenas, de la Língua
Brasileira de Sinais (LIBRAS), de inmigrantes y de fronteras (español y francés). Las
ideologías articuladas a los discursos de los documentos servieron a un grupo específico que
idealizó, gestionó, monitoró y financió la nueva secundaria: las empresas e instituciones
privadas.
Between 2014 and 2023, Brazil went through four alternations in executive power: Rousseff (2014 - 2016), Temer (2016 - 2018), Bolsonaro (2018 - 2022) and Lula (2023 - 2027). A legal and political coup removed former president Dilma Rousseff (Considera, 2019; Nogueira, 2022) in 2016. Michel Temer, her successor, signed a series of Provisional Measures (MP) that determined reforms in Social Security, the Ministry of Labor and the education. MP nº 746 of 2016 (hereinafter law nº 13.415/2017) established a reform of secondary education, repealed law nº 11,161 (Brasil, 2005), of mandatory provision of the Spanish language, and maintained only the provision of one foreign language: the English. Given this political, educational and linguistic scenario, I carried out qualitative and documentary research to identify and analyze language ideologies (Irvine, 1989; Kroskrity, 2004; Woolard, 2012[1998]; Cameron, 2014; Rosa; Burdick, 2017; Arnoux, 2018), conceptions of language and education linked to the process of exclusion of Spanish and permanence of English in the NEM. My analysis focused on linguistic instruments (Arnoux; Bein, 2015) specific to educational reform, published between 2014 and 2023: guidelines, reports, curricular references, reports, textbooks, documentaries, political speeches, etc. I found that the ideologies of English persist as a linguistic fetish (Bein, 2012), as a lingua franca (Rocha, 2020), language as a code, the ideology of monolingualism (Pratt, 2012) and the instrumental conception of teaching at the service of training fragmented and for the job market (Bittencourt, 2019; Nogueira, 2022). As for Spanish, the peripheral mention (optional offer) in the documents analyzed reiterated the representation that the language is unnecessary. Guedes, former economy minister in the Bolsonaro government, still represented Mercosur as ideological, where the relationship between Brazil and neighboring Mercosur countries would be a cognitive prison, and Argentina would relate to countries that have Bolivarian inclinations. In the Bills (PLs) that request the permanence of Spanish as an offering in Brazilian public and private schools, discourses are revealed that articulate the “Panamericanist” ideology, through the ideologems “Spanish as a universal language”, “language of encounter” and the reaffirmation of an economic value to the language.The discourses that articulate the “Latin Americanist” ideology are also revealed, through the ideologems “languages are free and equal in law”, “the defense of minority languages is always progressive”, and “linguistic diversity is a wealth that must be defended” (Arnoux; Del Valle, 2010) Even though the Diretrizes Curriculares Nacionais - DCNs (Brasil, 2020) have presented reflections on “translingualism”, “Portuguese as a host language” and data on indigenous education, for deaf people and refugees, the material mobilizes the conception of language as colonial invention (Makoni; Pennycook, 2007; Makoni; Meinhof, 2008), and it appears that there was a hierarchization of FL teaching. English ideologies are reiterated to the detriment and marginalization of indigenous languages, Língua Brasileira de Sinais (LIBRAS), immigrants and borders (Spanish and French). The ideologies articulated in the documents' speeches served a specific group that idealized, managed, monitored and financed the new secondary education: private companies and institutions.
Between 2014 and 2023, Brazil went through four alternations in executive power: Rousseff (2014 - 2016), Temer (2016 - 2018), Bolsonaro (2018 - 2022) and Lula (2023 - 2027). A legal and political coup removed former president Dilma Rousseff (Considera, 2019; Nogueira, 2022) in 2016. Michel Temer, her successor, signed a series of Provisional Measures (MP) that determined reforms in Social Security, the Ministry of Labor and the education. MP nº 746 of 2016 (hereinafter law nº 13.415/2017) established a reform of secondary education, repealed law nº 11,161 (Brasil, 2005), of mandatory provision of the Spanish language, and maintained only the provision of one foreign language: the English. Given this political, educational and linguistic scenario, I carried out qualitative and documentary research to identify and analyze language ideologies (Irvine, 1989; Kroskrity, 2004; Woolard, 2012[1998]; Cameron, 2014; Rosa; Burdick, 2017; Arnoux, 2018), conceptions of language and education linked to the process of exclusion of Spanish and permanence of English in the NEM. My analysis focused on linguistic instruments (Arnoux; Bein, 2015) specific to educational reform, published between 2014 and 2023: guidelines, reports, curricular references, reports, textbooks, documentaries, political speeches, etc. I found that the ideologies of English persist as a linguistic fetish (Bein, 2012), as a lingua franca (Rocha, 2020), language as a code, the ideology of monolingualism (Pratt, 2012) and the instrumental conception of teaching at the service of training fragmented and for the job market (Bittencourt, 2019; Nogueira, 2022). As for Spanish, the peripheral mention (optional offer) in the documents analyzed reiterated the representation that the language is unnecessary. Guedes, former economy minister in the Bolsonaro government, still represented Mercosur as ideological, where the relationship between Brazil and neighboring Mercosur countries would be a cognitive prison, and Argentina would relate to countries that have Bolivarian inclinations. In the Bills (PLs) that request the permanence of Spanish as an offering in Brazilian public and private schools, discourses are revealed that articulate the “Panamericanist” ideology, through the ideologems “Spanish as a universal language”, “language of encounter” and the reaffirmation of an economic value to the language.The discourses that articulate the “Latin Americanist” ideology are also revealed, through the ideologems “languages are free and equal in law”, “the defense of minority languages is always progressive”, and “linguistic diversity is a wealth that must be defended” (Arnoux; Del Valle, 2010) Even though the Diretrizes Curriculares Nacionais - DCNs (Brasil, 2020) have presented reflections on “translingualism”, “Portuguese as a host language” and data on indigenous education, for deaf people and refugees, the material mobilizes the conception of language as colonial invention (Makoni; Pennycook, 2007; Makoni; Meinhof, 2008), and it appears that there was a hierarchization of FL teaching. English ideologies are reiterated to the detriment and marginalization of indigenous languages, Língua Brasileira de Sinais (LIBRAS), immigrants and borders (Spanish and French). The ideologies articulated in the documents' speeches served a specific group that idealized, managed, monitored and financed the new secondary education: private companies and institutions.
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Citação
REIS, J. A. Ideologias de linguagem articuladas nos discursos sobre a reforma brasileira do ensino médio: por que sai espanhol e fica inglês? 2023. 208 f. Tese (Doutorado em Letras e Linguística) - Faculdade de Letras, Universidade Federal de Goiás, Goiânia, 2023.