Protagonismo juvenil e escolas de tempo integral: (im)possibilidades na educação linguística

Abstract

This doctoral dissertation aimed at investigating language education through critical and decolonial lens, focusing on English teaching as a foreign language within the pedagogical model of the full time schools - called Escolas Vivas – in the public educational system of the state of Espirito Santo, which is part of the national plan for the Novo Ensino Médio. The discursive basis was built questioning and problematizing the legal devices that normalize this program, as well as the discourses produced and reproduced by its subjects. The research is organized in six chapters. The introduction chapter presents the researcher's locus of enunciation as well as the motivation, methodology used, research context and participants. Chapter 2 discusses the notion of youth protagonism based on studies of other hybrid conceptions, such as social participation, engagement, agency, identity and citizenship; it also presents a snapshot of the socio-political and socio-historical context of the implementation of full-time schools in Espirito Santo, known at the time as Escolas Vivas. Chapter 3 reviews the debate over globalizing processes and new technologies. Chapter 4 draws a retrospective of English teaching in the country's basic education by revisiting the main teaching methods adopted, especially regarding the public education system and the main educational agendas for the area. Chapter 5 refers to the epistemology of decoloniality to debate notions of coloniality and its legacies, such as inequality, exclusion and submission, and in education, the hidden curriculum and the submission of teachers to a pedagogical model and its elements. As a result, we see that the “political landscape” (HALL, 2005, p.21), fulfilled with events and ideological polarizations in the recent history of the country, often interpreted as a background, represents determining factors for what takes place in the public education system. Also, the pedagogical configurations of this model provide students with learning spaces that offer opportunities for the development of critical thinking and the notions of subjectivity and protagonism.