A percepção de docentes acerca do inglês como língua franca e intersecção com identidade de gênero no livro didático

Abstract

The present research was carried out with four teachers of English Language from a course of foreign languages for the community offered by State University of Ponta Grossa. The objectives were to understand what these teachers understand about English as a lingua franca (ELF), to analyze how they see the representation of people who are not native speakers in the textbook that they use, and to comprehend how teachers understand the intersections between gender identity and English speakers in textbook. In order to do this, I sought to answer three research questions, which were: what are the teachers' perceptions about ELF? How do they perceive the identities of non-native people in textbook? And how can the intersections between gender identity and English speakers present in LD be understood from the teachers’ point of view? The theoretical reference on ELF was based on the studies of Jenkins (2014) and Gimenez (2015). For the studies of gender identity, I used the researches of Auad (2003) and Louro (2008). In addition, I have also carried out studies about English Language Teaching Identity (BOHN, 2005) and reflections on intersected identities (SHIELDS, 2008). This is qualitative and ethnographic research. The instruments used for data generation were: analysis of narratives (CLANDININ, CONNELLY, 2015), focus group interview (GATTI, 2005) and textbook analysis. The results show that teachers have a good understanding of ELF, but extension programs have contributed to this vision. It was also possible to conclude that the representation of non-native people in textbook is very small, as teachers also say. When we think from an intersectional perspective, we realize that the non-native woman still appear less often than the non-native men, in addition to appearing less than native women. Considering the limitation of this research, I suggest that other similar work be done.