Políticas linguísticas educacionais em Pernambuco: Um estudo do eixo de análise linguística

Abstract

The field of Language Planning and Policy has recently adopted a multidimensional perspective on the notion of language policy which, in turn, expands scientific investigation possibilities. This perspective has enabled the interference of different agents in the processes that range from the creation to the implementation of language policies (JOHNSON, 2013). This contributed for the extent of the field in the educational sector to cease to be seen as a one-way street, in which the government body was analyzed as a single political authority and professional as mere “soldiers of the system” (SHOHAMY, 2006). The teacher?s agency, thus, began to expand in current studies (CREESE, 2010; VALDIVIEZO, 2010; ZACHARIA, 2010; THROOP, 2007), valuing his role as a policymaker in the processes of implementation of the language education policies (MENKEN; GARCÍA, 2010). This agency of the teacher and other education professionals can be seen in the state context of basic education in Pernambuco. About four years ago, the State Government planned, consolidated and published the Parâmetros Curriculares para a Educação Básica (Curriculum Standards for Basic Education), which include the various subjects that make up its curriculum. For this study, we consider the document that provides guidelines for the teaching of the Portuguese Language, as well as the investigation of the process of interpretation and appropriation of its linguistic analysis axis (vertical axis) by high school teachers. For that, it was necessary to draw a cycle of language policies developed by the State Government; to analyze data from classroom observation, continuing education, semi-structured interviews, analysis of teaching materials and field notes, in order to point out the factors that influence the interpretation and appropriation of the guidelines on the teaching of linguistic analysis from the vertical axis. The discussion of the results pointed to a substantial importance of the teacher as an implementer of the State language policy, moving among the categories of policy appropriation: be accepting, be negotiating and/or be rejecting this official language policy.