[pt] Esta pesquisa tem como objetivo estudar as vozes dialógicas envolvidas no contexto de uma Escola Estadual do Rio de Janeiro em busca de traços que indiquem a existência de possível preconceito em relação ao ensino/aprendizagem de inglês como Língua Estrangeira. As noções de dialogismo, enunciado, polifonia e voz de Bakhtin ([1977] 2004; [1979] 2003) e de representação de (Bruner, 1996; Celani, 1984; Celani e Magalhães, 2002; Giroux, 1992) permeiam a análise dessas vozes. A investigação realizou-se através de notas de campo geradas dentro da escola pesquisada, de entrevista com uma das professoras de inglês da escola, da análise dos textos dos Parâmetros Curriculares Nacionais do 3º e 4º ciclos para Língua Estrangeira (PCN-LE; 1998) e da Reorientação Curricular realizada pela Secretaria de Estado de Educação do Rio de Janeiro (2005) buscando-se encontrar, neles ou através deles, vozes conflitantes, possivelmente geradoras de preconceito interdisciplinar na área pesquisada. Diante de um corredor de vozes formado a partir dos dados gerados, percebeu-se como o enunciado de uma voz reflete o enunciado de outra, assim como a voz da pesquisadora entrelaça-se às outras que ecoam simultaneamente. O confronto de todas as vozes ouvidas aponta um preconceito existente não apenas ao ensino/aprendizagem de língua inglesa na rede Estadual, mas à Língua Estrangeira em geral. As representações de professores encontradas nos Parâmetros, na Reorientação e na entrevista com a professora refletem a necessidade do professor de línguas em constituir-se como um profissional responsável por sua formação contínua. A ausência desta pode gerar, no universo escolar e naqueles que dele participam direta ou indiretamente, atitudes preconceituosas relacionadas ao ensino/aprendizagem de inglês como língua estrangeira na rede oficial. / [en] This research aims to investigate the context of a public sector school in the city of Rio de Janeiro, in search of discursive traces that might point towards the possible existence of prejudice regarding the teaching/learning of English as a foreign language. The notions of dialogism, enunciation, polyphony, and voice proposed by Bakhtin ([1977] 2004; [1979] 2003) as well as the notion of representation (Bruner, 1996; Celani, 1984; Celani & Magalhães, 2002; Giroux, 1992) inform the analysis of the emerging conflicting voices, possibly generators of interdisciplinary prejudice in the institutional context. The investigation was carried out through field notes generated within the researched school, an interview with one of the school´s English teachers, and the analysis of the texts of the National Curriculum Parameters of the 3rd and 4th cycles for Foreign Languages (PCN-LE) as well as those of the Curriculum Reorientation developed by the Secretary of Education of the State of Rio de Janeiro (2005). Considering the generated data as an imaginary hall of voices, it is possible to realize how the enunciation of one voice reflects the enunciation of another, with the researcher´s voice intertwining with all the others that echo simultaneously. The confrontation of all these voices suggests that prejudice is not only related to the teaching/learning of English in the Public Sector, but also to Foreign Languages in general. The representations of teachers found in the Parameters, in the Reorientation and in the interview with the teacher reflect the necessity that the language teacher currently has of constituting him/herself as a professional who is responsible for his/her continuing academic development. The lack of involvement in such processes might result in prejudiced attitudes regarding the teaching/learning of English as a foreign language in the universe of the public sector school and in those who, directly or indirectly, are a part of it.

The aim of this research was to explore the ICT skills of LIS students in Kuwaiti HE that are potentially defined by the job market. These skills are deemed essential for the employment of LIS graduates in different job market sectors. As a result, the ICT skills of current LIS students, the needs of employers, and the LIS curriculum in Kuwait were all investigated. In addition the factors that had an impact on students ICT skills were also investigated. To fulfil the research aim and objectives, mixed research methods were employed. The research subjects were employers, LIS students, and teaching staff. Their views were sought through qualitative and quantitative methods that included: 54 semistructured interviews; 225 self-administered questionnaires; these were supplemented by three focus groups; and content analysis of relevant web sites, reports, and LIS syllabus to provide further documentation and analysis. The main findings of the research were: (1) overall the students had knowledge and basic ICT skills, but they lacked advanced searching and internet navigation skills. 85% of the students did not have enough ICT skills; their ICT skills level was selfrated as intermediate or beginner ; (2) the research investigated negative factors such as: unsuitable teaching and learning environment, negative attitudes, social influences, and lack of resources; (3) the students most preferred teaching and training method was group training ; (4) the employers identified further ICT skills and non-ICT skills that LIS graduates should possess for employability; (5) gaps were found in the curriculum and in teaching and training the ICT courses such as: course content was inconsistent; did not reflect the needs of the job market and were outdated; an imbalance between theory and practical training, courses had different outline and little use of the English language hindered the students ICT skills improvement and ICT use. In addition, work placement needed careful consideration. Recommendations based on the research findings and conclusions were made to the DLIS in Kuwait and stakeholders. Future ideas were identified for further research.