Representation and identity practices of teachers and learners in the discourse of educational digital games for teaching English to children

• Grant number: 11/21504-1
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: April 01, 2012
• End date: March 31, 2013
• Field of knowledge: Linguistics, Literature and Arts - Linguistics - Applied Linguistics
• Principal Investigator: Maria de Fátima Silva Amarante
• Grantee: Hellen Caroline de Castro Ishida
• Host Institution: Faculdade de Letras. Pontifícia Universidade Católica de Campinas (PUC-CAMP). Campinas , SP, Brazil

Abstract

This scientific initiation research project aims at analyzing, from a French Trend Discourse Analysis theoretical and methodological perspective, the representations inscribed in the discourse issued in educational digital games for teaching English to children. It is, therefore, a documental research, whose methodology initially asks for the collection of multidisciplinary theoretical subsidies, followed by the analysis of what is external to the discourse (socio-historical context, enunciation context and interlocutors' profiles) to, finally, focus on the exam of the linguistic materiality of discourse in search for the representations of learners of English marked on the thread of discourse and, then, reveal the identity practices they constitute. The development and results of this work will be made public in scientific events and journals and intends to contribute to the Applied Linguistics field, especially to the studies about digital textual genres and to the issues of identity and Power. It also expects to provide subsidies to courses that offer English teaching licenses, besides contributing to the constitution of discourses that give way to reflections that lead to changes in the power relationships constituted in and by the pedagogical discourse in the cyberspace. (AU)