A ANÁLISE DO DISCURSO CRÍTICO DA REPRESENTAÇÃO DE GÊNERO NOS LIVROS DE INGLÊS DE HIGH SCHOOLS IRANIANO:
O MODELO FAIRCLOUGH EM FOCO
DOI:
https://doi.org/10.18316/rcd.v15i38.11051Palavras-chave:
Livros didáticos de inglês, Análise crítica do discurso, Modelo Fairclough, Representação de gênero, Percepção do professor, Cultura tradicional tendenciosaResumo
O presente estudo adotou uma abordagem exploratória de análise crítica do discurso (CDA) para examinar a representação de gênero nos livros didáticos de ELT do ensino médio obrigatório do governo iraniano usando o modelo Fairclough. Considerando o modelo, a visibilidade dos personagens femininos e masculinos, papéis semânticos, domésticos e sociais, atividades e representações pictóricas nos livros didáticos foram escrutinados. Esses fatores foram descritos, interpretados e explicados qualitativa e quantitativamente. Além disso, uma entrevista semiestruturada foi realizada com 30 educadores experientes do ensino médio e suas respostas foram codificadas, examinadas e interpretadas. As descobertas revelaram a permanência do domínio masculino nos livros didáticos e que o viés de gênero nos materiais educacionais teria fortes efeitos socioculturais nas mentalidades dos alunos, futuras carreiras e campos de estudo. As descobertas destacam a necessidade de abordar as desigualdades de gênero como uma das preocupações sócio-culturais mais cruciais dos livros didáticos educacionais de EFL do Irã.
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