Representações identitárias de minorias sociais em livros didáticos de língua inglesa do ensino médio

Abstract

Teaching materials, despite their diversity, are usually reduced to textbooks (VILAÇA, 2009). Therefore, textbooks have been the focus of several studies in recent decades (DAMIANOVIC, 2007; PAIVA, 2009; ALMEIDA FILHO, 2013, among others). Adding to the space created by these investigations, we proposed, in this research, to discuss, more specifically, the role of the textbook as a propagator of identity representations. In this sense, we are theoretically aligned with Hall (2000), Bauman (2005) and Sousa Santos (1993) regarding aspects of identity representations. Therefore, we aim to investigate the identity representations of social minorities in English language textbooks with a view to discussions about diversities. To that end, we use concepts and categories of analysis of the Grammar of Visual Design by Kress and van Leeuwen (2006) and the three-dimensional model proposed by Fairclough (1989) for Critical Discourse Analysis as theoretical-methodological apparatus. Regarding the methodological aspects, this qualitative-quantitative research takes on an interpretive approach. Within this concept, we focus on the textbooks Take Over 3 (SANTOS, 2010) and Alive High 3 (MENEZES, BRAGA, et al., 2016), both used in the 3rd year of High School, and approved by the National Textbook Program (PNLD), in order to analyze the representations of social minorities in them. From the analysis of the collected data, we were able to identify situations in which the identity representations of social minorities are permeated by hegemonic ideologies, presenting the marginalized identities as homogeneous and superficial, allowing the creation of stereotypes and prejudices towards these social groups. The research results point to the need for textbooks to actively work towards overcoming prejudiced and stereotyped discourses in order to create spaces for visibility of these marginalized identities.