Os usos do livro didático de língua inglesa no ensino médio: um estudo sobre os discursos de professores da escola pública

Samuel de Carvalho Lima; Germano Farias Pascoal; Ramilson Medeiros de Macêdo Saldanha

doi:10.15448/1984-7726.2025.1.46448

Authors

Samuel de Carvalho Lima Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), Natal, Rio Grande do Norte, Brazil https://orcid.org/0000-0002-7145-3686
Germano Farias Pascoal Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), Natal, Rio Grande do Norte, Brazil https://orcid.org/0000-0001-8528-1291
Ramilson Medeiros de Macêdo Saldanha Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), Natal, Rio Grande do Norte, Brazil https://orcid.org/0000-0003-3719-0509

DOI:

https://doi.org/10.15448/1984-7726.2025.1.46448

Keywords:

textbook, english teaching, public school, discourse analysis

Abstract

The aim of this article it is to discuss the uses that English teachers make of textbooks in the context of teaching the language in public high schools. For this, we analyzed the dialogic relations of the teachers' responses to a semi-structured interview about the textbook they use in their English classes. Based of the Bakhtin Circle's concept of language, the teachers' answers to the questions "how often do you use the textbook in your classes?" and "what do you use it for?" were taken as statements that reflect and refract their professional experiences with the textbook during the practice of teaching the language. Three teachers from the state school system in the municipality of OMISSÃO DE AUTORIA, participated in the research. The interview with the teachers was conducted in November 2022. The analysis of the teachers' statements revealed that the teachers use the textbook quite frequently ("constantly"; "I always use it") and for different purposes (teaching grammar; expanding students' knowledge of the world), which points to a positive assessment of the public policy that guarantees the distribution of books in schools. Furthermore, the predominant presence of pedagogical discourse (what the teacher does in the classroom to teach the language) was highlighted to justify the frequent use of books in English classes (translate/not translate; prepare for the National High School Exam), and its dialogic relationship with the discourse of a Brazilian civil society that has historically denounced the precarious conditions of public schools (basically, in public schools, textbooks are the only material). It is concluded that, beyond the scientific field, these data have the potential to be appreciated in the context of teacher training and the production of public policies for language education.

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Author Biographies

Samuel de Carvalho Lima, Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), Natal, Rio Grande do Norte, Brazil

President of the Brazilian Association of English Language Teachers of the Federal Network of Basic, Technical, and Technological Education (ABRALITEC). Systemic Director of Internationalization (DINT), currently serving as Rector of the Federal Institute of Rio Grande do Norte (IFRN), Natal. Coordinator of the Initial and Continuing Education Course in Brazilian Portuguese for Foreigners – basic and intermediate levels (2021-2023). He holds a PhD in Linguistics from the Federal University of Ceará (2012) and completed a Postdoctoral Internship in Educational Sciences, specializing in Foreign Language Education, at the University of Minho (Portugal, 2018). He is a professor at IFRN, Mossoró campus, where he works in Basic, Technical, and Technological Education, as well as in the Master's in Teaching (POSENSINO) and the Doctorate in Teaching (RENOEN). He is the leader of the Language Teaching-Learning Research Group (CNPq/IFRN), where he conducts and guides research, in light of the Bakhtin Circle, on language teaching in public schools and its interfaces with digital technologies and internationalization.

Germano Farias Pascoal, Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), Natal, Rio Grande do Norte, Brazil

Bachelor's degree in English Language and Literature from the State University of Ceará (UECE). Specialist in English Language Teaching Methodology from FAVENI (University of Ceará). Specialist in Spanish Language from Signorelli International College. Master's degree in Teaching (POSENSIN UERN/UFERSA/IFRN). Member of the GEL – Language Teaching-Learning Research Group (IFRN). English teacher in the municipal school system of Aracati and English and Spanish teachers in the state school system, based in Jaguaruana, Ceará.

Ramilson Medeiros de Macêdo Saldanha, Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), Natal, Rio Grande do Norte, Brazil

Graduated in Literature, English Language, and English Literature from the State University of Rio Grande do Norte (UERN). Specialist in Reading and Text Production from UERN. Master's in Teaching (POSENSINO - UERN/UFERSA/IFRN). Member of the GEL - Research Group on Language Teaching and Learning (IFRN). English teacher in the municipal and state school system of Rio Grande do Norte. Participated in the Fulbright/Capes Professional Development Program for English Language Teachers (PDPI) at Iowa State University (USA).

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