Voices of teaching policy in modern foreign languages in the state of Paraná, Brazil - doi: 10.4025/actascieduc.v32i2.11219

Abstract

Analysis examines the manner political aspects in foreign language teaching policies in the final years in government primary teaching in the State of Paraná were planned as from the principles suggested by the official document, namely, Primary School Curriculum Guidelines - Modern Foreign Language, that monitors teachers' practice and students' knowledge appropriation. Bakhtin's theories were employed to foreground current analysis. Reflections on Bakhtinian concepts on enunciation, dialogism and polyphony ensued. Methodology consists of case study since analysis deals with a specific pedagogical event. The literature employed in current investigation and the teacher's voices that articulate the elaboration process of Curriculum Guidelines - Modern Foreign Language favors the conclusion that the document is an educational proposal that apparently reveals the collective participation of Foreign Language teachers during its construction. This fact may be surmised by the manner the State Education Secretariat administered the policy activities in the construction process of the above mentioned document.