IDENTIDADES EM JOGO NO CONTEXTO DE SALA DE AULA: UMA REFLEXÃO SOBRE CRENÇAS IDENTITÁRIAS
DOI:
https://doi.org/10.5212/uniletras.v30i1.188Abstract
Este artigo analisa e discute como são (re)constituídas as identidades de alunos no contexto de sala de aula de Inglês e Português, em escolas onde ocorre a divisão de turmas de acordo com o desempenho dos aprendizes em atividades avaliativas. A importância da pesquisa reside no fato de que a escola, sendo uma instituição de poder, interfere no processo de identificação que o aluno faz de si mesmo. Portanto, o objetivo é promover uma reflexão acerca das falsas crenças de que a identidade é fixa e de que determinados problemas no ensino só podem ser solucionados com a homogeneização das turmas e a conseqüente classificação dos alunos em “bons” ou “ruins”.
Palavras-chave: Identidade. Crenças. Ensino de línguas.
This article analyses and discusses how learners’ identities are (re)constructed within the English and Portuguese classroom environments in schools that group students according to the results of their evaluations. The importance of this research lies in the fact that the school is a powerful institution, and, therefore, influences the learners’ identification process. Thus, the aim of this article is to ponder upon the false beliefs that identities are static, and that certain problems can only be solved through the homogenization of the classes, with the subsequent classification of students in “good” or “bad”.
Keywords: Identity. Beliefs. Language learning.
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