GRADUAO EM LICENCIATURA EM LETRAS - UNINORTE Manaus, AM, Brasil, Junho !

"#"

The English language as ideological state apparatus: the ideological influence of the Brazilian state in the formation of the students conception about the English language acquisition in the present social educational context of Escola Estadual Professor Antenor Sarmento Pessoa !
"arlos Eduardo #li$eira %amos &'()(#%TE* eduardo!ramos+,-gmail!com Prof! Esp! .ilton /onteiro 0ias 12nior &'()(#%TE* hilton!3unior-uninorte!com!br

%esumo O presente trabalho, desenvolvido no Centro Universitrio do Norte UNINORTE, Amazonas, teve como objetivo principal a anlise da in l!"ncia ideolo#ica do Estado brasileiro na concep$%o dos al!nos sobre a a&!isi$%o da l'n#!a in#lesa, dentro de !m conte(to local) Com essa inten$%o, b!sco! !ndamenta$%o em trabalhos desenvolvidos com o int!ito de veri icar o poder ideol*#ico c!lt!ral e comercial da l'n#!a in#lesa dentro do pa's, bem como !m apanhado historico da di !s%o da l'n#!a) Como echamento, oi desenvolvida !ma pes&!isa de campo e biblio#r ica, para o &!al oram aplicados &!estionrios a al!nos da Escola Estad!al +ro essor Antenor ,armento +essoa para a veri ica$%o das e(pectativas, do trabalho e etivamente desenvolvido e dos res!ltados obtidos) +alavras-chave. di !s%o do idioma/ a&!isi$%o de l'n#!a estran#eira/ in l!"ncia ideol*#ica) Abstract The present 0or1, developed at the 2Centro Universitrio do Norte3 2UNINORTE3, 2Amazonas3, had as main objective anal4sis o the ideolo#ical in l!ence o 5razilian ,tate in the conception o the st!dents abo!t the ac&!isition o En#lish 0ithin a local conte(t) 6ith this intention, so!#ht rationale in 0or1 !nderta1en in order to veri 4 the c!lt!ral and commercial ideolo#ical po0er o En#lish lan#!a#e 0ithin the co!ntr4, as 0ell as a brie histor4 o di !sion o lan#!a#e) Closin#, 0as developed as a ield and biblio#raph reserch , or 0hich the4 0ere applied &!estionnaires to st!dents rom the 2Escola Estad!al +ro essor Antenor ,armento +erson3 or veri ication o e(pectations, 0or1 e ectivel4 developed and res!lts obtained) 7e4 0ords. di !sion lan#!a#e/ orei#n lan#!a#e ac&!isition/ ideolo#ical in l!ence) 4! )ntroduction Since the territorial expansion of Britain which had began around VXI Century, they had spread their economic, military, politics and culture influence for almost a fourth of the whole world and therefore the English Language was and until our days is consider the most influent language of the world Se!eral authors had written in this language e!en they were not from Britain "ames "oice was Irish, Edgar #llan $aul was #merican, "oseph Conrad was born in $oland, Vladmir %abo&o! was 'ussian, V S %aipaul was born in (rindad, )ilan (homas was *elsh, 'obert Burns was Scottish, many classics of the Literature was written in the English Language but the great triumph of the English Language happened after Second *orld *ar, when the +nited States of #merica become the most powerful economy of the world and ha!e used the English Language to promote and pro,ect as much they can of his

GRADUAO EM LICENCIATURA EM LETRAS - UNINORTE Manaus, AM, Brasil, Junho !"#"

way of life *e can confirm it in many ways, for example the language has penetrated deeply into the international domains of political life, business, safety, communication, entertainment, the media and education (he delimitation of the theme of this wor& is about a critical analysis the ideological influence of the Bra-ilian state in the formation of the student.s conception about the English language ac/uisition in the present context of the students of the 0Escola Estadual professor #ntenor Sarmento $essoa1 (his part tal&s more specifically about the purpose of the Bra-ilian State to create and support two types of schools, those that ma&e labors and others to form bosses, and we are aware that a common Bra-ilian school is not able to prepare the most of the student class to the ,ob mar&et or to the uni!ersity entrance exam in a faculty as engineering or medicine #ctually what happens in the most of prestigious uni!ersity courses, called elitist courses, is that the ma,or of those who can enter at these courses do not represent the ma,or of the Bra-ilian student class but ,ust a small percentage of the society (he problematic consists of an idea regarding to the ideological influence of the Bra-ilian State in the formation of the student.s conception about the academic formation for creation and de!elopment of a producti!e citi-en in Bra-ilian society If the current educational methods proposed by the $ublic Education normali-e what must be taught based on the demands of the State, determining the type of &nowledge to be de!eloped and passed and also establishes two types of schools2 those that ma&e labors and others to form the bosses (he rele!ance of this issue is closely lin&ed to the need to promote the de!elopment of critical thin&ing in high school students from public schools whose grade literary applied in a way holds students to predetermined texts where the content, despite the !ast collection of ma,or wor&s Bra-ilian authors, is generally descontextuali-ed and uninteresting to most students (he great need for disseminating general culture in public schools pre!ents a large portion of class students and faculty has access to the literature of informal stamp until uni!ersal and timeless, ta&ing into account aspects of the local reality (he general aim of this article is2 to identify that the critical sense at the school is not stimulated and to reali-e that the ideological influence at school is applicable, recogni-able and true, and as this &ind of problems concerned to the indi!idual and society are uni!ersal, hence the position of facing these issues are similar and in the case of this wor& that it is education, the critical position is not stimulated, so there is no deal with the problem (he specific aims are di!ided in two2 #t first we will demonstrate that the State manipulates the concept of education to its fa!our (he main purpose is not educate for de!elopment of a critic sense and political participation but instead of it ,ust mere instruments to support the current economic system3 4inally we will demonstrate that the State excludes the idea of freedom thin&ing at the school of our country ,! Theoretical references ,!4 .istorical contexts (he mo!ement of English around the word begins the pioneering !oyages across the #tlantic 5cean bound for the #merican continent #ccording to )a!id Cristal the spreading of English beyond the + 6 begins with the first na!igations commissioned by *alter 'aleigh in 789: as was described in his boo& English as a global language ;C'<S(#L, 7==>?
0(he first expedition from England to the %ew *orld was commissioned by *alter 'aleigh in 789:, and pro!ed to be a failure # group of explorers landed near 'oano&e Island, in what is now %orth Carolina, and established a small settlement

GRADUAO EM LICENCIATURA EM LETRAS - UNINORTE Manaus, AM, Brasil, Junho !"#"

Conflict with the nati!e people followed, and it pro!ed necessary for a ship tore turn to England for help and supplies By the time these arri!ed, in 78=@, none of the original group of settlers could be found (he mystery of their disappearance has ne!er been sol!ed 1

#fter #merican continent was fixed as a colony, the expansion by na!igations expeditions occurred in almost all the South hemisphere expansion which continued with the nineteenth century colonial de!elopment in #frica and the South $acific and after that in the mid twentieth century, English become as an official or semiAofficial language by many newly independent states #t this time English already is represented in e!ery continent which ma&es English a global language ;C'<S(#L, 7==>? ,!4!4 The (e5 6orld (he permanent English settlement happens in 7B@> when an expedition arri!ed in Chesapea&e Bay, called "amestown ;after "ames I? and the area Virginia ;after the CVirgin Dueen., Eli-abeth?, twentyAthree years later after the first attempt of territorial con/uering, which was a failure by conflicts with the nati!e people In %o!ember 7BE@, a group of thirtyAfi!e members of the English Separatist Church, all $uritans, and sixtyAse!en other settlers arri!ed on Fayflower3 they landed at Cape Cod Bay, and established a settlement at what is now $lymouth, Fassachusetts )etails of the settlers can be seen at the /uote below2
0(he group was extremely mixed, ranging in age from young children to people in their 8@s, and with di!erse regional, social, and occupational bac&grounds *hat the C$ilgrim 4athers. ;as they were later called? had in common was their search for a land where they could found a new religious &ingdom, free from persecution and Cpurified. from the church practices they had experienced in England It was a successful settlement, and by 7B:@about E8,@@@ immigrants had come to the area ;C'<S(#L, 7==>, p G7?1

(here were two settlements one in Virginia to the south and the other to the north, in the present day %ew England each one with linguistic different bac&grounds and in the se!enteenth century a shipload of immigrants brought a significati!e increasing !ariety of linguistic bac&grounds into the country (hen, when the eighteenth has come there was a !ast wa!e of immigration from %orthern Ireland according to the description of )a!id Crystal ;7==>? (he following centuries there were a massi!e increase in #merican immigration It was the results of re!olution, po!erty, and famine in Europe Fost of these immigrants. families had come to spea& English by a natural process of assimilation and as result of it was a massi!e growth of English language (here was a need of intelligibility and the need for identity for the birth of a new Country and this two matters support of English as the official language of the +S# (he ad!ance of English happens in Canada almost in the same time than +S# #ccording to )a!id Cristal it happens early as 7:=> ;C'<S(#L, 7==>?
0Feanwhile, the English language was ma&ing progress further north (he first EnglishAlanguage contact with Canada was as early as 7:=>, when "ohn Cabot is thought to ha!e reached %ew found land3 but English migration along the #tlantic coast did not de!elop until a century later, when the farming, fishing, and fur trading industries attracted EnglishAspea&ing settlers (here was ongoing conflict with the 4rench, whose presence dated from the explorations of "ac/ues Cartier in the 78E@s3 but this came to an end when the 4rench claims were gradually surrendered during the eighteenth century, following their defeat in Dueen #nne.s *ar ;7>@EH7G? and the 4rench and Indian *ar ;7>8:HBG?1

English language was also spreading in the south arri!ing in the Caribbean islands where were ships from Europe tra!elled to the *est #frican coast, exchanged cheap goods for blac& sla!es 4or first #frican sla!es arri!ed in Virginia on a )utch ship in 7B7= )uring the

GRADUAO EM LICENCIATURA EM LETRAS - UNINORTE Manaus, AM, Brasil, Junho !"#"

#merican 'e!olution in ;7>>B? their numbers had grown to half a million, and there were o!er million by the time sla!ery was abolished, at the end of the +S# Ci!il *ar ;79B8? (he use of the English by the sla!es created a new dialect called 0Creole English1 Based in Crystal ;7==>,p :@?2
0It is this Creole English which rapidly came to be used throughout the southern plantations, and in many of the coastal towns and islands #t the same time, standard British English was becoming a prestige !ariety throughout the area, because of the emerging political influence of Britain Creole forms of 4rench, Spanish and $ortuguese were also de!eloping in and around the Caribbean, and some of these interacted with both the Creole and the standard !arieties of English (he Caribbean islands, and parts of the ad,acent Central and South #merican mainland, thus came to de!elop a remar&ably di!erse range of !arieties of English, reflecting their indi!idual political and cultural histories1

,!4!, Australia and (e5 7ealand #ccording to Crystal ;7==>?, #ustralia was !isited by "ames Coo& in 7>>@, and after twenty years of establishment of the English Sidney became the first penal colony of England as we can see below
0#bout 7G@,@@@ prisoners were transported during the fifty years after the arri!al of the Cfirst fleet. in 7>99 C4ree. settlers, as they were called, also began to enter the country from the !ery beginning, but they did not achie!e substantial numbers until the midAnineteenth century 4rom then on, immigration rapidly increased By 798@, the population of #ustralia was about :@@,@@@, and by 7=@@ nearly : million In E@@E, it was nearly 7= million1 C'<S(#L ;7==> p :@, :7?

In %ew Iealand the spread of English start later and mo!ed more slowly (he Christian missionary wor& had begun about 797: among the Faori people but the colony was not official until 79:@ #ccording to Crystal ;7==>?, three special linguistic conse/uences ha!e happened as we can see2
0(hree strands of %ew Iealand.s social history in the present century ha!e had especial linguistic conse/uences 4irstly, in comparison with #ustralia, there has been a stronger sense of the historical relationship with Britain, and a greater sympathy for British !alues and institutions Fany people spea& with an accent which displays clear British influence Secondly, there has been a growing sense of national identity, and in particular an emphasis on the differences between %ew Iealand and #ustralia (his has drawn attention to differences in the accents of the two countries, and moti!ated the use of distincti!e %ew Iealand !ocabulary (hirdly, there has been a fresh concern to ta&e account of the rights and needs of the Faori people, who now form o!er 7@ per cent of the population (his has resulted in an increased use of Faori words in %ew Iealand English1

,!4!8 South Africa and South Asia #frica was coloni-ed at first for the )utch around 7B8E, and British arri!ed only in 7>=8, during the %apoleonic wars (he British control was established in 79@B and in 79EE English become the official language Based in Crystal ;7==> p :G?2
0(he English language history of the region thus has many strands (here was initially a certain amount of regional dialect !ariation among the different groups of British settlers, with the speech of the London area prominent in the Cape, and Fid land sand northern British speech strongly represented in %atal3 but in due course a more homogeneous accent emerged H an accent that shares many similarities with the accents of #ustralia, which was also being settled during this period1

GRADUAO EM LICENCIATURA EM LETRAS - UNINORTE Manaus, AM, Brasil, Junho !"#"

(oday #sia has the largest population on *orld and se!eral countries of #sia was coloni-ed by British )a!id Cristal explains the origins of English in #sia #ccording to Crystal ;7==>?2
0(he origins of South #sian English lie in Britain (he first regular British contact with the subcontinent came in 7B@@ with the formation of the British East India Company H a group of London merchants who were granted a trading monopoly in the area by Dueen Eli-abeth I (he Company established its first trading station at Surat in 7B7E, and by the end of the century others were in existence at Fadras, Bombay and Calcutta )uring the eighteenth century, it o!ercame competition from other European nations, especially 4rance #s the power of the Fughal emperors declined, the Company.s influence grew, and in 7>B8it too& o!er the re!enue management of Bengal 4ollowing a period of financial indiscipline among Company ser!ants, the 7>9: India #ct established a Board of Control responsible to the British $arliament, and in 7989, after the Indian Futiny, the Company was abolished and its powers handed o!er to the Crown1

,!, The English 9egac: 'enato 5rti- says in his article The ,ocial ,ciences and the En#lish 8an#!a#e, that English is the language of science (he reasons for that, besides the pre!iously submitted, related to the profound transformations that occurred after the *ar (he science and technology, until then e!ol!ed into spheres relati!ely separate from &nowledge, integrate in a single system ;5'(II, E@@:?
0Jistorians teach us that the Industrial 'e!olution was the result much more pragmatic in!entions of some indi!iduals, than the result of a scientific &nowledge widespread and systematic (he panorama at the end of nineteenth century becomes the second re!olution industrial (he electrical industry is a conse/uence direct scientific research, as well as in!entions of the telegraph, the dynamo, the electric motor and radio But one can still obser!e the re!erse, in other words, a clear and persistent influence technological research on the functioning of the scientific world (his trend imposes itself throughout the twentieth century and the term Ctechno science. and re!eals its new dimension (echnologies assume a continued in!estment in capital, training of speciali-ed personnel and establishment of research laboratories 1

#t first all this apparatus begins at the +S# because at the end of the Second *orld *ar, the +S# was the only the industriali-ed country with his technological and educational structure remained intact ;5'(II, E@@:? #ccording to 5rti- ;E@@:?2
0*ith the expansion of higher education and the de!elopment of research institutes, there has to an unprecedented flourishing scientific, combined with a technology policy in which the scientific creations are lin&ed to disco!eries and ad!anced techni/ues 1

#ccording to 5rti- ;E@@:?, the history of the computer is the example of how the economic dimensions, military and scientific was arranged in a way to stay in dependence of one another #bout the computer 5rti- says2
0#s processor data and information, will dri!e an entire field of acti!ities, from laboratory experiments to the management of companies ;whose radius of action is often transnational? Science, technology and management A different spheres of practices and &nowledge A are approaching as well as units which feed and reproduce from the manipulation, control and processing information I belie!e that it is no exaggeration to say that &ey elements of what we mean for information

GRADUAO EM LICENCIATURA EM LETRAS - UNINORTE Manaus, AM, Brasil, Junho !"#"

society were initially prepared in English ;concepts, models, formulas and procedures? 1

5rti- says that the writing is the base and concreti-ation of the conceptual model (he same information can be ,oined in different ways by different authors and the composition is decisi!e for the intellectual wor& and the publications about technology are increasingly being written in English But there are differences among the globali-ation and 0worldli-ation1 Je says2 0*hen we tal& about economy and technology we refer to processes that reproduce
e/ually around the world (here is only one global economy, capitalism, and a single technical system ;computers, Internet, satellites, etc ? Klobal refers us therefore the idea of uni/ueness Jowe!er it would be inappropriate support this same idea when it enters the sphere culture (here is not a global culture, but a process of globali-ation of culture, which is expressed on two le!els2 a? articulate the transformations economic and technological globali-ation, the worldAmodernity is the base material3 b? space for different conception of the world, in which di!erse and conflicting ways of understanding li!e1

#ccording to 5rti- ;E@@:?, the English language has the power of 0delay1 the debate in global scale and on ,ournalism, which is a significant way of information spread LdelayL means to select, among many, some existing problems, ma&ing them rele!ant and !isible Je says2 0(his type of procedure fa!ors the existence of a set hegemonic representation of
globali-ed, they become accepted as !alid, naturali-ed methodological procedures and many problems 4or example, Lstudies cultural LorL multiculturalism Las no longer thought in relation to the context in which they were gestures, and which ma&e sense to impose as Cuni!ersal.1

#ccording to 5rti- ;E@@:?, there is a difference among what is global and uni!ersal (he economists to insist on saying the global capitalism help the uni!ersali-ation of the spirits3 while the literature pointed to mar&eting and business do not hesitate in affirm that the indi!iduals consume global products because it satisfy their uni!ersals wishes 5rti- says that there is a difference, he says2
(his approximation between global and uni!ersal improper deri!es from the recurring use of the spatial metaphor In other words, e!erything what is expanding spatial limits Jowe!er, Luni!ersalL is a philosophical category, and LglobalL, a sociological category (he first means transcendence, the relationship that abstract is not necessarily immediate way H that is what enables enlightenment spea&s in Lhuman&indL

,!8 The /anufacturing "onsent Crystal says that one of the most important reasons why so many nations ha!e in recent years made English an official language or chosen it as their chief foreign language in schools is education (oday English is considering de main language in terms of Educations and 6nowledge especially in such areas as science and technology #ccording to Crystal ;7==>?, the access to &nowledge is made by the business of education #s we &now the capitalism is the main economic system in the world settled down in se!eral areas of the beha!iour and thin&ing, until becoming in a social order which dominate some breeding spaces (he go!ernment in !igour in Bra-il ta&es part of this social order hence to &eep the power in the hands of the dominant class is a sub,ect of great interest to them (he public school is one of these places, a breeding spaces, conse/uently those who are part of a social class which has no access to the &nowledge of transformation do not &now that this social order, the capitalism, is the cause of the une/ual social

GRADUAO EM LICENCIATURA EM LETRAS - UNINORTE Manaus, AM, Brasil, Junho !"#"

#ccording to Sou-a ;E@@8?, among the months of "une in 7=B: to "anuary of 7=B9 the 0FinistMrio da EducaNOo e Cultura H FEC1, from Bra-il, and the +nited States #gency for International )e!elopment H +S#I), from +S#, was reached an agreement about education in Bra-il whose the main aim, at first, was unra!el the student resistance mo!ement to the military coup and to prepare the educational system to the new cultural and economic table, lin&ing the education to the economic de!elopment, as well as to relie!e the demand to the public uni!ersities #t this moment the Bra-ilian State was li!ing in a military dictatorship and it continue in the following decades (he deal made between Bra-il and +S# resulted in the Law 8 8:@, in %o!ember E9th 7=B9 (his law created the departmentali-ation and the credit system, according to Sou-a ;E@@8?2 0It was embraced the classificatory and unify uni!ersity exam entrance, then the Csurpluses problem. was eliminated by usurpation of the right of registration of the appro!ed1 #ccording to Kuiraldelli "r ;E@@G, apud S5+I#, E@@8, p 7B@?2
0Such measure seems apparently simple, but resulted the years along, a deep change in the uni!ersity life and in the /uality of the education H it is what happens until our days, when tables formed by wea& uni!ersities, or e!en tables formed by public uni!ersities, begin to administrate important sectors of the uni!ersity degree, e!en the postAgraduated coordination1;p 7G:?

#ccording to Sou-a ;E@@8?, the departmentali-ation bro&e the union between teaching and researching (he uni!ersityAcompany model, reached by FECA+S#I), brought a bureaucracy increase which absorbed the resources of education to the own maintenance #ccording to Kuiraldelli "r ;E@@G, apud S5+I#, E@@8, p 7B7?2
0(he principles of (aylori-ation, present in the theory administration business nestled in the theoretical ideas of +S#I)# and Bra-ilian responsible uni!ersity for reform, supported the splitting of the system ,obs +ndergraduate ,.rationality, officially and producti!ity. desired in any company in funs of what has introduced the di!ision of the wor& with (aylors consonance onA!ariants were re/uested from uni!ersities to the reconsider /ualification of educated the acti!ities of teaching and research in general following addition to the ine!itable was the fragmentation of school wor&, the isolation of researchers and also to disperse the students by the credit system and triggering the impossibility depolari-ed student organi-ation from basic nucleon which was the Cclass. 1

#t the military dictatorship FMdice go!ernment, the laws about education became e!en more in consonance with the regulations of the +S#I) In #ugust 77th 7=>7, was created the law 8 B=E which established the !ocational education to attend the demands of the mar&et, what bro&ed up the humanistic formation as well as sub,ects of critical analyses #ccording to Sou-a ;E@@8?, 0the new L)BE% ;Law 8 B=EP>7? was implemented in a moment of a big repression by the military dictatorship and of a great economic growth QRS the new L)BE% had the rationali-ation of school wor& and the adoption of the uni!ersal !ocational education at the ET grade, aiming the Cwor& /ualification.12
#rticle IV (he education of the 7 st and End grade ha!e the ob,ecti!e to pro!ide to the student a necessary formation to the de!elopment of his own potentialities as a element of self reali-ation, /ualifying to wor& and staging for the conscious exercise of citi-enship

#ccording to Kuiraldelli "r ;E@@G, apud S5+I#, E@@8, p 7B:?, the E nd grade became !ocational to se!eral /ualifications2
(he pri!ate school, targeted to the clientele interests, in other words, to pro!ide the access of then to the uni!ersities, o!errides ;by fraud? the !ocational education and

GRADUAO EM LICENCIATURA EM LETRAS - UNINORTE Manaus, AM, Brasil, Junho !"#"

they continued to offer the End grade preparatory to the uni!ersity (he public school was forced to comply with the law ;p 7::?

#ccording to Sou-a ;E@@8?, after the term of the Law 8 8:@PB9, which reformulate the higher education there was the proliferation of pri!ate uni!ersities, many of them with low /uality #t this time the poorest students paid for the higher education and the students of pri!ate schools had their places at the public uni!ersity *hen the changes of education terms were modified at the Law 8 8:@PB9 and confirmed at the Law 8 B=EP>7 the education was separated of the social and political context for a technocratic way (he rationality, effecti!eness, and producti!ity are the representations of ob,ecti!es of the reforms to wea&en the social mo!ements by the repression #ccording to Sou-a ;E@@8?, after the term of the Law 8 B=EP>7, the go!ernment reduced the obligation of the compulsory education to 7E for 77 years, he says2
0(his reduction allied to the reduction in the hours of the foreign language education blow up in the school classes of modern languages (he final act comes with the 4ederal Education Council when it affirmed that the foreign language will be studied Cby increase. ;LE44# 7===?1

(he changes made the go!ernment compromised some ad!ances in education #ccording to Sou-a ;E@@8?, the legal permission to organi-e classes with different students of different le!els to foreign language did not wor& because many schools too& out the foreign languages to the 7nd grade and in the End grade there was not more than one our per wee& of studies Fany students finished the high school without see a foreign language (oday we li!e in a clear di!ision among the public and the pri!ate schools (he go!ernment established what we &now as a for& of the studies of the English language in our country #ccording to Sou-a ;E@@8?, by one way we ha!e the English of the linguistic mar&et, a capitalist cultural symbol of well successful (he English of the science and mar&et, e!en more studied at the pri!ate idioms courses which proliferate in national and international franchises, a product and fundamental element in the process of world economic liberali-ation In the other hand we ha!e the English of the public school, reduced to a status of a basis of inefficiency, a waste of time, with pour hourly charge and in the most of times with teachers without graduation in the area (his language has not credibility because the school system has lost the credibility at all 8! /ethodolog: #ccording to La&atos ;E@@7, p 7@8? the specification of the methodology is the one containing the greatest number of items, it says, at the same time, the /uestions2 howU *hatU *hereU Jow manyU #nd di!ided into fi!e main aspects *e need the application of methodological procedures with the intent to de!elop, modify and expand &nowledge that can be tested through research and transmitted ;4#CJI%, E@@7?

8!4

T:pe of research

(he study in /uestion, according to its goals, is an exploratory, descripti!e field research

GRADUAO EM LICENCIATURA EM LETRAS - UNINORTE Manaus, AM, Brasil, Junho !"#"

#ccording to Kil ;E@@E, p 7BE? the type of research should clarify whether the research is exploratory, descripti!e or explanatory It is also clear about the type of design to be adopted, such as experimental research, sur!ey, case study, literature and so on (he concept of exploratory research, the way it is traditionally understood, who best describes the (heodorson and (heodorson ;7=>@?
LExploratory study # preliminary study the ma,or purpose of which is to become familiar with a phenomenon that is to in!estigate, so that the ma,or study to follow may be designed with greater understanding and precision (he exploratory study ;which may use any of a !ariety of techni/ues, usually with a small sample? permits the in!estigator to define his research problem and formulate his hypothesis more accurately It also enables him to choose the most suitable techni/ues for his research and to decide on the /uestions most in need of emphasis and detailed in!estigation, and it may alert him to potential difficulties, sensiti!ities, and areas of resistance L

#s for the studies it can be classified as descripti!e research, and one of its most significant features is the use of standardi-ed techni/ues of data collection such as /uestionnaire and systematic obser!ation ;)IEJL e (#(IF, E@@:? (he literature of secondary sources, according to La&atos ;op cit F#%I5 7=>7, p GE? co!ers the literature already published in relation to the sub,ect of study, from oneAoff publications, newsletters, newspapers, maga-ines, boo&s, research , monographs, theses, cartographic material, by means of oral communications, such as radios, tape recordings and audio!isual wor&s, such as mo!ies and tele!ision # literature search was aimed at pro!iding the means to define, not only to resol!e &nown issues, but also explore new areas where the problems were not sufficiently crystalli-ed, allowing researchers to strengthen the parallel analysis of their research or handling of such information 8!, 0ata collect )ata was collected from primary and secondary sources (he primary source data was collected through a /uestionnaire Feanwhile, data from secondary sources was collected through a literature search 4or the data collection were used /uestionnaires containing /uestions on the sub,ect de!eloped in the pro,ect in /uestion (hey were closed and double so that the participants feel free to answer /uestions Sil!a, *eiduschat and (afner ;E@@>? argue that the /uestionnaire it is an ordered series of /uestions, limited in scope and be accompanied by instructions that should clarify the intent of its application, emphasi-ing the importance of collaboration between informant and facilitate the completion #ccording to La&atos ;7==7? the main ad!antages of the /uestionnaire are2 sa!ing time, tra!el and staff, get faster and more accurate answers, there is freedom in the responses as a function of anonymity, less ris& of distortion by no interference of the researcher 8!8 Population and sample #s the sample is worth mentioning that it is nonAprobabilistic intentional, since these sample elements are already selected, in other words, the elements to be in!estigated are already &nown (he elements to be in!estigated #ccording to La&atos and Farconi ;7==E? a nonAprobability sample does not use a random selection cannot be sub,ect to certain statistical treatment, which reduces the possibility to infer the whole the results obtained for the sample

GRADUAO EM LICENCIATURA EM LETRAS - UNINORTE Manaus, AM, Brasil, Junho !"#"

;! %esults (he basis of studies that was reali-ed with literature search, it was made in three different points of !iew concerned to the spread, importance and imposition of English language, each one with its respecti!e specific characteristics, what gi!e us the possibility to de!elop a satisfactory ,udgment of the issue in this wor& It was interesting to see the different speeches in the three references about English and its influence in this wor& (he first wor& called En#lish as a #lobal lan#!a#e, was almost totally made showing the importance and a descripti!e spread and of English in the world which ser!ed to contextuali-e the spread of English *hat we cannot denied is the ideological charge when it describes the ad!ance of English along the history despite what we ha!e of history literature, but as we &now the history is made by !ictors, what can seems to this wor& a little biased, what is not true despite all speeches ha!e a ideological content (he second wor& called ,ocial ,ciences and En#lish, ser!ed as grounding to demonstrate the economic, political and cultural influence of English in the world establishing a significant difference among a 0world English1 and a 0uni!ersal English1 and for the last we used the wor& 0 O 9ovimento dos sentidos sobre l'n#!as estran#eiras no 5rasil. disc!rso, hist*ria e ed!ca$%o3 , where we found the most part of the theoretical grounding concerned to the historical aspects of English in Bra-il #ccording to the research in that wor& we could affirm since from the inter!entions of the +nited States through +S#I), where the interests was to impose that the nature, basis and ob,ecti!e of the education is only for wor& instead of a education structure directed to promote the self reali-ation and the indi!iduality3 the conception of the indi!idual as a participati!e social being concerned to his own en!ironment In the field research made at a public school we could detected in the answers of the /uestionnaire the confirmation of the problematic exposed with a total disbelief in the English teaching and in the go!ernment in support and de!elop programs, methods or incenti!es for ma&e the English not only a tool of social inclusion but also and why not a tool for ma&e the indi!idual a participati!e citi-en concerned in change his own en!ironment, and conse/uently a self de!elopment and the self reali-ation (he /uestions was concei!ed in a way to ma&e the students free to choose what they thin& about English and their opinion about the support of the go!ernment in the education of English Jere we expose and comment the /uestions according to the aspects of each one and the results were obtained through a /uestionnaire for the students #ccording to the answers of the students we could see that their point of !iew about English education in the public school is extremely necessary but it is not moti!ated by the go!ernment (he first /uestion of the /uestionnaire 7@@V of the students agree about the importance of the ac/uisition of the English language, while on the second /uestion ,ust >@V of the students did &now that the English language is the most nonAnati!e language used in the world (he third, fourth and fifth /uestions are about the moti!ation gi!en by the go!ernment to the ac/uisition of the English language, and 7@@V of the students agree that the public school is not able to offer a /uality of education of a foreign language as the English (he sixth /uestion as& if there is any ad!antage of the student who study at a English course compared who one study English at public school, and 7@@V of the students agree that in a English course the learning is much better (he se!enth /uestion there is a double point of !iews, 8@V of the students thin& that what is gi!en at the school is an incenti!e of the go!ernment, while 8@V of the students thin& that the sub,ect gi!en at the school does not help the ac/uisition of the English language (he eighth all the students agree that is easier enter at the uni!ersity who one &nows English

GRADUAO EM LICENCIATURA EM LETRAS - UNINORTE Manaus, AM, Brasil, Junho !"#"

(he ninth /uestion, the 7@@V of the students agree that who ha!e a command of the English language has more ad!antage in the ,ob mar&et in comparison with that one who ha!e the command of a foreign language as English 4inally the last /uestion is about the supposed interest in ac/uiring English language for free (he answers were that 7@@V of the students were interested in study in any go!ernment program of learning English #ccording to the answers of students and the bibliography research we could confirm the problematic of this wor& which was concerned to the influence of the State in the conception of the students about the ac/uisition of English in a public school (he strengths of this wor& is the rele!ance that it contains, not for the wor& itself, but for the possibility of open news points of !iew and new researches in other articles, boo&s and mainly field research concerned to the problem of education in our en!ironment (he wea&nesses was the superficial approach of the issue for the time of research and a dissatisfaction for the miss of enough literature about the problem, what do not ta&e the credibility of this article #s future actions this wor& propose stimulate the critical analysis and the social action, with propose to de!elop groups concerned in the problems of the community where the meeting could be at school on the wee&ends and also to use the classes as places to wor&shops of literature and English language (he intention to de!elop a new research from the issues /uoted in this wor& is lin&ed to the necessity to always create new ways of rein!ent the manner of seeing life and the subordination of what we do not belie!e that we li!e 5thers wor&s of research can demonstrate with more details the subtlety of ideological influence of the State in the school 4or example demonstrate that the public school does not prepare the students to the uni!ersity exam entrance or to the wor& mar&et (here is a idea to belie!e that the education is directed only to wor&, but it does not wor& because if a indi!idual go to the uni!ersity ,ust for the obligation of con/uer a uni!ersity diploma, all the society will pay for the bad that it cause, or the most part of society will still li!e with a doctor who does not mind if the patient will li!e or die until to &now that he paid the health plan, or the engineering that does not mind if a build is made using the beach sand, or a social wor&er that persuade a humble to sign the resignation with no rights, or e!en a teacher who does not mind if theirs students can follow a right way or a wrong way, in short we can say that anyone can and ha!e the obligation to be a participati!e citi-en in the community <! "onclusion It was possible demonstrate in this wor& by data collect from primary and secondary sources that in our country the concept of the students of the ac/uisition of English language was naturally molded along decades by a ideology of superA!alori-ation of a foreign language represented in a mix of supremacy of the countries of the first world imposed by the a dictatorship of science and technology guided through a economic system that ,ust aim at profits and a lateral !ision of the science and technology that in turn eliminate all the rest of others point of !iews %eferences B%AS)9 Lei 8B=E de 77 de #gosto de 7=>7 4ixa as )iretri-es e Bases para o ensino de 7W e EW graus, e dX outras pro!idYncias

GRADUAO EM LICENCIATURA EM LETRAS - UNINORTE Manaus, AM, Brasil, Junho !"#"

B%AS)9 Lei =G=: de E@ de )e-embro de 7==B Estabelece as )iretri-es e Bases da educaNOo nacional "%=STA9, )a!id ;7==>?, En#lish as a #lobal lan#!a#e Cambridge, Cambridge +ni!ersity $ress Qacesso em E@7@ #br =S )isponZ!el em2 http2PPboo&s google com brPboo&sUhl[ptA B'\lr[\id[dB,$#6x(J'<C\oi[fnd\pg[$'>\d/[]English]as]a]global]language\ots [GeJ7#+ItV-\sig[)L:y"C"E"+Bo=)(o")>a*8g4tss^![onepage\/\f[false 0)E.9> A! A!? TAT)/> 0! " +es&!isa em ci"ncias sociais aplicadas2 mMtodos e tMcnicas SOo $aulo2 $rentice Jall, E@@: @A".)(, 5dZlia :!ndamentos de metodolo#ia) G ed SOo $aulo2 Sarai!a, E@@7 AA%")A, Eduardo #lfonso Cada!id 9an!al de sistematiza$%o e normaliza$%o de doc!mentos t;cnicos) SOo $aulo2 #tlas, 7==9 A)9, #ntonio Carlos Como elaborar projetos de pes&!isa : ed SOo $aulo2 #tlas, E@@E 9ABAT#S> E! /!> 9etodolo#ia cient' ica, SOo $aulo, #tlas, 7==7 9ABAT#S, E!a Faria3 F#'C5%I, Faria de #ndrade 9etodolo#ia do trabalho cient' ico. procedimentos bsicos, pes&!isa biblio#r ica, projeto e relat*rio, p!blica$<es e trabalhos cient' icos) B ed SOo $aulo2 #tlas, E@@7 #%T)7, 'enato As Ci"ncias ,ociais e o in#l"s) In2 Revista 5rasileira de Ci"ncias ,ociais Vol 7=, nT 8:, fe! E@@: Qacesso em E@7@ #br =S )isponZ!el em2 http2PPwww scielo brPscielo phpUpid[S@7@EB=@=E@@:@@@7@@@@7\script[sci_arttext S)9CA, #nt`nio CMsar da3 *EI)+SCJ#(, aris3 (#4%E', "osM ) 9etodolo#ia do Trabalho Acad"mico E ed Indaial2 Ed #SSELVI, E@@> S#'7A, SMrgio #ugusto 4reire de O 9ovimento dos sentidos sobre l'n#!as estran#eiras no 5rasil. disc!rso, hist*ria e ed!ca$%o E@@8 EG> f (ese ;)outorado em LinguZstica? H Instituto de Estudos da Linguagem, +ni!ersidade Estadual de Campinas, E@@8 5rientadora2 )ra Eni $uccinelli 5rlandi Qacesso em E@7@ Fai :S )isponZ!el em2 http2PPwww scielo brPscielo phpUpid[S@7@EB=@=E@@:@@@7@@@@7\script[sci_arttext T.E#0#%S#(> A! A! D T.E#0#%S#(> A! A A modern dictionar4 o sociolo#4) London, Fethuen, 7=>@

GRADUAO EM LICENCIATURA EM LETRAS - UNINORTE Manaus, AM, Brasil, Junho !"#"

#((#CJE)

E'EST)#(F%)#

VocY acha /ue a lZngua Inglesa M importante para sua !idaU

GRADUAO EM LICENCIATURA EM LETRAS - UNINORTE Manaus, AM, Brasil, Junho !"#"

? sim

? nOo

VocY sabia /ue a lZngua Inglesa M o idioma nOo nati!o mais falado no mundoU ; ? sim ; ? nOo

b possZ!el aprender a lZngua Inglesa na Escola $cblicaU ; ? sim ; ? nOo

b possZ!el aprender InglYs no material dado pela escola pcblicaU ; ? sim ; ? nOo

VocY conhece algum pro,eto do go!erno para aprender a lZngua InglesaU ; ? sim ; ? nOo

5s alunos de curso de InglYs tYm mais possibilidades de aprender a idioma do /ue alunos da escola pcblicaU ; ? sim ; ? nOo

>

5 go!erno incenti!a de alguma forma para o aprendi-ado da lZngua InglesaU ; ? sim ; ? nOo

Duem estuda ou estudou em cursos de InglYs tem mais chance de entrar na +ni!ersidade $cblicaU ; ? sim ; ? nOo

Duem domina a lZngua Inglesa tem mais chance no mercado de trabalho do /ue a/uelas pessoas /ue nOo dominam o idiomaU

; ? sim ; ? nOo 7@ Se existisse um curso de InglYs gratuito na escola nos fins de semana !ocY fariaU ; ? sim ; ? nOo " A % T A 0 E A'T#%)7AGH#

GRADUAO EM LICENCIATURA EM LETRAS - UNINORTE Manaus, AM, Brasil, Junho !"#"

Fanaus, ____ de _____ de E@7@

(EF# )5 ('#B#LJ52 _______________________________________________

#+(5'2 ____________________________________________________________

Eu, , estudante da Escola Estadual ___________________________, da sMrie _______, turma __________, turno ________, autori-o publicarem a minha entre!ista, para o referido artigo cientZfico, supracitado acima #ssim como a !eiculaNOo da minha imagem

________________________________________________ Assinatura do aluno

________________________________________________ Assinatura do responsI$el do aluno

5BS 2 Eu, _______________________________, me responsabili-o a relatar todas as respostas dadas a mim, sem denegrir, sem mudar, sem caluniar o teor do referido /uestionXrio