REPRESENTATIONS OF ENGLISH LANGUAGE TEACHING AND LEARNING PROCESSES: A REVISITED CASE STUDY
Keywords:
Social representations; Teaching and learning processes; English language; Teaching methodologies; Revisited case study.Abstract
This article analyzes the social representations of first-year students in a Language and Literature program regarding the teaching and learning of English, focusing on the roles of teachers and students. Although based on research conducted in 2005, this publication is justified by the ongoing relevance of the topic. Despite pedagogical changes, such as the National Common Curricular Base (BNCC, 2017) and digital technologies, traditional views on teaching and learning remain unchanged. The research is grounded in Moscovici (1984) and Jodelet (1989) on social representations, as well as Vygotsky (1978) and Piaget (1964) on cognitive development. The analysis, conducted at an institution in São Paulo, used interpretative repertoires from Potter and Wetherell (1987) to examine students' narratives about the teaching and learning process. The results indicate practices focused on memorizing grammatical structures, far from the communicative approaches advocated by Nunan (1999) and Brown (2007). A hierarchy between teacher and student was also identified, limiting student autonomy and the adoption of more interactive practices. The persistence of these representations, along with classroom experience, highlights the need for critical reflection on English teaching methodologies. A reassessment is proposed, considering the communicative demands of the 21st century, integrating the BNCC and active methodologies.
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