Discursive processes and student representations: the imaginary present in the Spanish language class

Abstract

Based on a qualitative research with students from two schools in Porto Velho-RO, this work seeks to analyze these students' imaginary to identify the representations they formed about the Spanish language, aiming to discuss their interest in the language and identity formation.Thus, starting from the captured and analyzed images/representations, the conditions under which these discourses are produced are also discussed, taking into account the interdiscursive aspects. The theoretical core used is formed by discursive studies (CORACINI, 2007; ORLANDI, 1999; REVUZ, 1998), by cultural studies (HALL, 2009; RAJAGOPALAN, 1998; WOODWARD, 2011) and by social studies (ALTHUSSER, 1974; MEKSENAS, 1994), using the analytical device of the French Discourse Analysis. The analysis showed that the students' interest in Spanish is linked to internal confrontations and contradictions resulting from the unconscious that fears taking distance from themselves and their culture. Therefore, identity, in continuous formation, is constituted through symbolic processes and images, crossed by the discourses of others and of the other.