Queer English Language Teaching in Brazil: A Critical Discourse Study

Abstract

Although the school is one of the main environments in which LGBTQIA+phobia can be fought, the discussion on gender and sexuality issues in pedagogical scenarios is increasingly losing ground in Brazil, mainly due to the lack of educational policies on the subject in this country. In this perspective, our objective is to verify if and how Brazilian English language teachers carry out queer pedagogical practices in their classes. For that, we seek to base ourselves on Fairclough (2003), Louro (1997), Mazzaro (2021), Moita Lopes & Fabrício (2013), among others. The methodology, of an analytical nature, allowed the analysis of statements by three English teachers who work in different Brazilian contexts (Goiás, Mato Grosso and Pernambuco). Data were collected from the application of an online questionnaire and, as an analytical instrument, the Faircloughian Critical Discourse Analysis was used. The results indicate that the fear of discussing issues of gender and sexuality continues in the Brazilian school environment today. It is concluded that, with the weakening of democracy, there is also an outline of the weakening of all achievements, especially those of marginalized groups such as the LGBTQIA+ community.

Keywords: Critical discourse analysis, queer, English language, teaching,

DOI: 10.7176/RHSS/13-10-02

Publication date:May 31^st 2023