REPRESENTAÇÕES DE GÊNERO EM LIVROS DIDÁTICOS DE LÍNGUA ESTRANGEIRA: REFLEXOS NO DISCURSO DE SALA DE AULA E IMPLICAÇÕES NA CONSTRUÇÃO DE IDENTIDADES SOCIAIS DE GÊNERO DE APRENDIZES

Abstract

ABSTRACT: This article is about an ongoing research whose main object are the representations of gender in English textbooks and their implications in the construction of learners' social gender identities. The research is being conducted in public schools of Goiás. Two distinct and complementary steps of the research are: 1.Critical discourse analysis of texts of English textbooks according to Fairclough's proposal, widened by Pennycook, who adopts a post-structuralist view of discourse; and 2.Classes observation in order to perceive the effects of those texts in classroom interaction. The theoretical support for the research discusses concepts such as gender, identity(ies), and representation.