The Swedish school’s fostering assignment is a well-researched field within social science, but there is a lack of research regarding the assignment related to dance. Therefore, the purpose of this study is to contribute to an understanding of the fostering assignment in relation to dance. This is a qualitative study aiming to give an insight to how dance teachers in upper-secondary schools interpret and include the fostering assignment in their work. The study also aims to address how different dance traditions affect how fostering is practiced in upper-secondary schools. The method used for collecting data is semi-structured interviews and the analysis is hermeneutic. The result shows a lack of an overall picture of what fostering in upper-secondary schools actually means and the fostering assignment’s changing and contextual character in relation to the shifting ideals of society. Dance as a practice and subject can contribute to students developing abilities relating to democracy, empathy, entrepreneurship, and also strengthen students’ identities and subjectification. In conclusion, the study stresses the importance of specifying the implementation of the fostering assignment on different levels (macro, meso, micro) within organisations. Otherwise, there is a risk that the fostering happening counteracts the content written in the curriculum.

Uppsatsen bygger på en kvalitativ studie genomförd med fokusgruppsintervjuer och klassrumsobservationer för att undersöka hur högstadieelever formulerar feedback på det pedagogiska ledarskapet i undervisning. Studiens utgångspunkt är socialkonstruktionistisk och undersöker elever och lärares konstruerande av det pedagogiska ledarskapet och feedback, med fokus på dialogen, utifrån ett aktör-och strukturperspektiv. Studien har en delvis kritisk analys då den beaktar maktperspektivet i skolkontexten. Syftet med studien är att synliggöra högstadieelevers formulering av feedback på det pedagogiska ledarskapet, samt hur i anspråkstagande av elever kan utgöra incitament för subjektifiering i skolkontexten. Resultatet av studien visar att högstadieelever på de undersökta skolorna både reflekterar över det pedagogiska ledarskapet och formulerar feedback i syfte att medverka i utveckling av detsamma. En slutsats som studien kommer fram till är att möjligheten för elever att medverka i det pedagogiska ledarskapet till stor del är beroende av lärares och övrig skollednings strategier och attityd gentemot elevers uttryck för feedback. / The essay is based on a qualitative study conducted with focus group interviews and classroom observations to examine how junior high school students formulate feedback on pedagogical leadership in teaching. The study is based on social constructionist principles and examines the construction of pedagogical leadership and feedback by students and teachers, with a focus on dialogue, from an actor-structure perspective. The study has a partially critical analysis as it considers the power perspective in the school context. The purpose of the study is to make visible junior high school students formulation of feedback on pedagogical leadership, as well as how students involvement can serve as an incentive for subjectification in the school context. The results of the study show that junior high school students in the surveyed schools both reflect on pedagogical leadership and formulate feedback with the aim of contributing to its development. One conclusion the study arrives at is that the possibility for students to participate in pedagogical leadership is largely dependent on teachers and other school leaders strategies and attitudes towards students expression of feedback. / <p>PE207G. Exainationsdatum: 2023-06-08.</p>

This qualitative study examines, by analyzing 30 transcribed interviews, participation in Elementary school from a student perspective, and in teaching characterized by Cooperative Learning. Student participation is a goal in the Swedish curriculum and is seen as essential for fulfilling learning outcomes, and research shows that students’ participation is limited and strictly controlled by the teachers. The study concerns itself with three dimensions of participation: the social dimension, the political and the epistemological dimension. The analysis highlights different aspects of participation which are all important to the students. The aspects of social participation concern safety, respect, and responsibility within the social community. Continuity within the cooperating groups seems to be a prerequisite for these aspects, as they are all built up over time. The political aspects of participation that emerge from analyzing the interviews revolve around questions of influence in the form of co-determination, self-determination, and leadership. Although these aspects all seem to be of importance to the students, they are not specifically prioritized in Cooperative Learning within the studied schools. Epistemological participation is made visible in the analysis of the data through the descriptions of students’ willingness to learn, and curiosity about the new and previously unknown. The students’ statements are characterized by a desire to experience meaning in their schoolwork, by among other things understanding the benefits and future use of the knowledge they are supposed to develop. When the groups are exposed to stressful situations, like when their work is to be assessed, it appears to hinder epistemological aspects of participation. The results show that there are opportunities for all three dimensions of participation to occur within cooperative learning, but there are also challenges. The students’ pursuit of efficiency in work, constitutes an obstacle to their ability to participate, which should have otherwise been made possible by Cooperative Learning. Students also need to have the opportunity to express their opinions about the teaching in their classroom, as well as to be able to have an impact on their future lesson plans. This includes allowing students to take part in conversations about the purpose of school, both in the long term, and in relation to current projects. Since education is multidimensional, it is important to work for a greater representativity for all societal groups, and especially for those who the education concerns, the students, as a way to make the discussion more multidimensional. This, in turn, can contribute to making students’ social, political, and epistemological participation possible at a larger extent than what is seen in today’s schools.

As Sweden approached its 2006 national election, issues on order and discipline in educational environments came to the forefront of educational interest, debate, and reform. This thesis aims at a critical discussion of the discourses in question, making use of educational, post-structural as well as political philosophy. In a series of articles, disciplinary policies are contextualized within current understandings of major trends in global educational politics; empirically investigated with a focus on resistance and political subjectivation; but also theoretically/ philosophically examined with the intention of bringing alternative conceptualizations of discipline to light. As a result, it is concluded that the political platform supporting contemporary school discipline is highly ambiguous, especially in terms of the different subjectification ideals that it embodies. In consequence, substantial possibilities for resistance, political influence and creative subjectification emerge in the breaks and ruptures between neoliberal and neoconservative territory. As for the disciplinary policies themselves, this thesis highlights the possibility that they amount to little more than a powerful simulation; a mode of perceptual management rather than a hands-on engagement with the real demands of contemporary education. An alternative route, the thesis suggests, would be to radically re-conceptualize the meaning and relevance of discipline – using, for instance, philosophers like Gilles Deleuze, Félix Guattari and Jacques Rancière – but also while taking notice of relevant discussions in the fields of complexity and chaos theory. Such a re-conceptualization would allow for an immanent form of discipline, one that affords a circular segmentation to emerge; contextualized and sensitized to the particular demands of each learning situation rather than pre-stratified, pre-territorialized according to the ideals of classical discipline. / Syftet med den här avhandlingen är, att inom ett pedagogiskt-filosofiskt ramverk föra en kritisk diskussion av 2000-talets skolpolitiska diskurser om disciplin och ”ordning &amp; reda”. Med hjälp av filosofer som Deleuze &amp; Guattari, Foucault, Baudrillard och Rancière diskuteras den moderna disciplinens utmaning: att svara an på sin egen samtids behov av ordning och reda.   I sömmarna mellan de politiska krafter som den nya disciplinen hämtar sin kraft ur – neoliberalism och neokonservatism – identifierar avhandlingen också möjligheter till motstånd. Genom att påvisa de skillnader och komplexiteter som finns under ytan av politisk konsensus, utgör dessa former av motstånd nya potentialer till politiskt inflytande – samt nya möjligheter till kreativa subjektblivanden.   Slutligen hävdar studien, att vägen till en gräsrotsförankrad skoldisciplin för 2000-talet knappast kan ligga i återuppväckandet av forna tiders maktutövning, utan i en radikal omtolkning av disciplinbegreppet – en som tillvaratar den moderna människans förutsättningar till självdisciplin och självorganisering. En förutsättning är att vi, som en kontrast till neoliberalismens självtillräckliga subjektivitetsideal, börjar utforska subjektivitetens kollektiva och territoriella karaktärer.

Σκοπός της έρευνας είναι η ανάδειξη στοιχείων και όψεων της υποκειμενικότητας των παιδιών πολιτισμικά διαφορετικών ομάδων σε μια χώρα υποδοχής, των κοινωνικών διαμεσολαβήσεων που τη διαμορφώνουν μέσω των υποκειμενοποιήσεων που συνεπάγονται, καθώς και των υποκειμενικών νοηματοδοτήσεων ως προς την εθνική καταγωγή και την προσωπικότητά τους. Επιπρόσθετο σκοπό αποτελεί η σύγκριση σε όλα τα πιο πάνω επίπεδα των αποτελεσμάτων σε δύο χώρες υποδοχής μεταναστών, την Ελλάδα και την Κύπρο. / The aim of the study is to investigate and to define subjectivity aspects of children from culturally different groups in a receiving country. The definition of subjectivity derives from the investigation of social mediations, subjectifications, and children’ s subjective opinions for their national and personal orientation. An additional aim is to compare the results of the study in two immigrant receiving countries, Greece and Cyprus.

Στην παρούσα διατριβή επιχειρείται η συγχρονική και διαχρονική προσέγγιση φαινομένων προθηματοποίησης στις νεοελληνικές διαλέκτους. Συγκεκριμένα, μελετώνται τα διαλεκτικά μορφήματα ακρο-, μωρο-, πλακο-, σ(ι)ο-/σα-, χαμο- ως προς την ιστορική τους εξέλιξη, και τις φωνολογικές, δομικές και σημασιολογικές τους αποκλίσεις σε συγχρονικό επίπεδο. Η μετάβαση από τη σύνθεση στην παραγωγή, δηλαδή η προθηματικοποίηση (βλ. Amiot 2005), αποδεικνύει ότι τα όρια ανάμεσα στις δύο διαδικασίες δεν είναι σαφώς διακριτά (Booij 2005, Bauer 2005, Ralli 2010). Κατά την προθηματικοποίηση, ένα μόρφημα αποκλίνει από το λεξηματικό του πρόγονο, χάνει την αυτονομία του (Iacobini 2004) και είναι δυνατό να υπόκειται σε φωνολογικές αλλαγές. Είναι γενικώς παραδεκτό ότι η γραμματικοποίηση επιτελείται, εφόσον πληρούνται ορισμένες προϋποθέσεις (Lehmann 1985, Hopper & Traugott 1983, Hopper 1991, Heine & Kuteva 2002, Heine 2003, Amiot 2005, Giannoulopoulou 2006, Αναστασιάδη-Συμεωνίδη 2008, van Goethem 2008). Οι προτεινόμενες γενικές παράμετροι για την προθηματικοποίηση από τη διεθνή βιβλιογραφία είναι οι ακόλουθες: α) φωνολογική διάβρωση, β) αποσημασιοποίηση, γ) αποκατηγοριοποίηση, δ) περιορισμός συντακτικού βάρους, ε) ανάμειξη, στ) διεύρυνση συνδυαστικών μορφολογικών ιδιοτήτων. Στη μελέτη αυτή, προσπαθώ να απαντήσω σε τρεις σημαντικές ερωτήσεις: α) Ποιες είναι οι εξειδικευμένες παράμετροι που ερμηνεύουν τη μετάβαση από τη σύνθεση στην προθηματοποίηση; β) Οι παράμετροι αυτές είναι ίδιες για όλα τα φαινόμενα γραμματικοποίησης ή περιορίζονται στο πεδίο της μορφολογίας; γ) Ποια είναι η ιεράρχηση των συγκεκριμένων παραμέτρων κατά τη μορφολογικοποίηση; Στο πεδίο της μορφολογίας, υποστηρίζω ότι ο μορφολογικός παράγοντας έχει αποφασιστική σημασία για την περάτωση μιας διαδικασίας μορφολογικοποίησης. Είναι δυνατό άλλες παράμετροι να κινητοποιούν ή να συνεισφέρουν στην εξέλιξη της διαδικασίας, αλλά δεν μπορούν να εγγυηθούν την ολοκλήρωση αυτής. Υπό αυτήν την έννοια, προτείνω ότι οι γενικές παράμετροι που εμπλέκονται είναι η επανασημασιοποίηση και η διάβρωση, ενώ οι εξειδικευμένες μορφολογικές παράμετροι που απαντούν σε τελικό στάδιο της προθηματικοποίησης είναι: α) η αύξηση της παραγωγικότητας, β) η διεύρυνση των μορφολογικών συνδυαζόμενων βάσεων. Τόσο τα εξεταζόμενα διαχρονικά δεδομένα της Ελληνικής γλώσσας, όσο και τα εξεταζόμενα συγχρονικά δεδομένα από τη διαλεκτική ποικιλία της νέας Ελληνικής επιβεβαιώνουν τις παραπάνω θέσεις. / This thesis deals with prefixation cases in Modern Greek Dialects from a synchronic and diachronic point of view. In particular, the following dialectal morphemes: akro-, moro-, plako-, s(j)o-/sa- and hamo- are investigated with respect of their historical development and their phonological, structural and semantic differences in synchronic terms. Prefixization (c.f. Amiot 2005) as a diachronic crossing from compounding to prefixation shows that there is no clear borderline between the two processes (Booij 2005, Bauer 2005, Ralli to appear). According to this phenomenon, a morpheme shows divergence with respect to its ancestor, loses its lexical independence (Iacobini 2004), and may be subject to phonological erosion. It is generally accepted that grammaticalization occurs if certain criteria are satisfied (Lehmann 1985, Hopper & Traugott 1983, Hopper 1991, Heine & Kuteva 2002, Heine 2003, Amiot 2005, Giannoulopoulou 2006, Αnastasiadi-Symeonidi 2008, van Goethem 2008). As far as prefixization is concerned, and with some degree of variation from one author to another, there is more or less agreement on the following general criteria: a) phonological erosion, b) desemanticization, c) decategorialization, d) shrinking of syntagmatic weight, e) coalescence, f) extension of the morphological combinatorial properties. In this study, I try to answer three important questions: a) what are the specific parameters which may induce prefixization out of compounding? b) Are these parameters the same for all the range of grammaticalization phenomena, or are they restricted to morphology? c) Is there a particular order according to which these parameters seem to play a role in morphologization? I argue that if we deal with morphology the parameters which lead to the completion of a morphologization process have to be morphological in nature. Other parameters may trigger the process, or may play a role during the process, but do not guarantee completion. Within this spirit, I propose that the general grammaticalization parameters which are involved in prefixization are desemanticization and phonological erosion, but the specific morphological parameters which are crucial for determining the final stage of prefixization are related to: a) the increase of productivity, b) the expansion of morphological combinatorial properties. Evidence from the history of Greek and its Modern Greek dialects illustrate the above proposals.

Especialmente após a Segunda Guerra Mundial, a língua inglesa alcançou o status de língua franca mundial e vem ocupando um espaço cada vez maior na vida dos sujeitos contemporâneos, independente de suas origens ou localização geográfica. A presença maciça desse idioma no contexto brasileiro em materiais didáticos, romances, dicionários, gramáticas, roupas, produtos de beleza, músicas, videoclipes, filmes, séries de TV, livros de bolso, revistas em quadrinhos, revistas de informação, alimentos, tecnologia, ciência, modelos de comportamento e de educação formal produzidos e/ou associados aos países anglófonos – especialmente Estados Unidos e Inglaterra − possibilita que seja possível se pensar na produção de um universo da língua inglesa. Tal ferramenta conceitual refere-se à amplitude dos domínios, das práticas e dos discursos colonizados por esse idioma. Com base numa perspectiva que vê a linguagem como constituinte da realidade e a educação como um processo que não se restringe às instituições determinadas para esse fim, mas se estende a uma série de outros lugares, defendo que o universo da língua inglesa, presente em nossas vidas nas mais diversas materialidades, apresenta-se enquanto um dos elementos-chave da constituição dos sujeitos contemporâneos. Articulado numa lógica neoliberal de mercado, ele atravessa e constitui uma poderosa rede que produz determinadas formas de ser, estar, agir e pensar na contemporaneidade. Essa lógica está diretamente atrelada à transformação dos sujeitos em mercadorias, que são impelidos a consumir produtos, ideias, comportamentos, pessoas, empregos, códigos de conduta associados à ou forjados a partir dessa língua. O objetivo deste trabalho é problematizar o caráter imperativo do universo da língua inglesa na constituição dos sujeitos contemporâneos. Utilizo como ferramentas teóricas os conceitos de identidade, subjetividade, neoliberalismo, capital humano, ambivalência, governo, dispositivo, Império, comodificação do sujeito para analisar o corpus selecionado para a presente pesquisa. Este compreende videoclipes de músicas em língua inglesa, relatórios do Conselho Britânico, sites desta instituição e de cursos de inglês on-line, projetos de lei antiestrangeirismos, reportagens sobre o Movimento Inglês como Língua Única (English Only Movement), reportagens e anúncios de jornais e revistas publicados no Brasil que envolvam a língua inglesa. Os resultados desta pesquisa apontam para a abrangência e a hegemonia da língua inglesa como língua adicional. Eles confirmam que ela é uma poderosa linha de força do dispositivo neoliberal, articulada na produção de sujeitos consumistas, flexíveis, globalizados, que têm na mídia um dos principais locus de subjetivação. Esses sujeitos são comodificados e incitados a fazer investimentos constantes e infinitos em seu capital humano para se manterem atrativos e desejáveis. / Especially after the Great World War II, English has been considered a worldwide lingua franca and it has increasingly been playing a major role in people‟s live irrespective of their origins or where they are. The huge use of English words and expressions in textbooks, novels, dictionaries, grammars, fashion, beauty products, songs, videos, movies, TV series, pocketbooks, comic books, magazines, food, technology, science, behavior codes, and English-speaking countries educational models − mainly from the United States and England − makes it possible to think that an English language universe is taken place right in front of us. This concept refers to the wideness of its domain, practices, and discourses colonized in and through this language. Based on a perspective that sees language as part of our sense of reality construction and Education as a process that goes beyond traditional educational sets, I advocate that English language universe, which is part of our lives through many different materialities, is one of the key elements in the constitution of contemporary subjects. Linked up with neo-liberal market value rationality, it goes through and constitutes a powerful assemblage that produces specific ways of being, acting, and thinking at the present time. This rationality is directed to molding subjects into commodities prompted to consume goods, ideas, behavior codes, people, and jobs connected with or built through English. This work aims at problematizing the imperative of English language universe in the subjects‟ constitution. I use the concepts of identity, subjectivity, neo-liberalism, human capital, ambivalence, govern, apparatus, Empire, and commodification of subjects as theoretical tools in order to analyze the corpus selected for this research. It comprehends videos from songs in English, British Council reports and captures from its website as well as on-line English language schools, bills against foreign language use in Brazil, articles on the English Only Movement, as well as magazine and newspaper articles related to the English language. Results point out to English wideness and hegemony as an additional language in Brazil. They also confirm that this language helps to enhance and maintain neo-liberal apparatus, linked up with the production consumer, flexible, globalized subjects who have the media as the one of the main locus of subjectification. These subjects are commoditized and prompted to invest in their own human capital to keep themselves attractive and desirable.

Este trabalho realiza a análise de práticas discursivas e modos de subjetivação no ensino médio particular, problematizando as finalidades desta etapa educacional. Os estudos de nível médio no Brasil têm sua constituição histórica marcada pela dualidade entre as finalidades profissionalizante e preparatória para o ensino superior. Parte-se do referencial foucaultiano que compreende a produção de subjetivação a partir dos regimes de saber disponíveis em uma sociedade. Assim, as práticas discursivas, ao produzirem objetos de saber, estruturam o campo de ação dos sujeitos, materializando-se em técnicas diversas, entre as quais situam-se os dispositivos pedagógicos. A fim de cumprir o objetivo deste estudo, foram realizadas entrevistas junto a dez professores de uma escola particular, cujos depoimentos foram submetidos à análise textual discursiva proposta por Moraes (2003) e à análise do discurso de orientação foucaultiana, subsidiada pelo trabalho de Willig (2001). A análise dos dados coletados demonstrou que a produção discursiva do ensino médio enfatiza sua finalidade preparatória para o ingresso no ensino superior, o que se concretiza em uma série de práticas pedagógicas. O acesso a um curso superior é tido como a forma de profissionalização dos egressos de ensino médio. Observa-se, igualmente, que a formação cidadã e a preparação para a vida são remetidas à escolha de um trabalho, relacionada, por sua vez, à constituição identitária. As práticas pedagógicas produzidas por este discurso promovem uma relação com o conhecimento pautada pelo consumo deste com vistas à ascensão social. Há pouco espaço, neste sistema de ensino, para o prazer de aprender, já que as aulas são especialmente conduzidas pelos professores e restringem-se à memorização de informações que caem no vestibular. Os sujeitos educacionais não podem lançar questões que lhes mobilizem, pois têm que atender aos requisitos do vestibular. Ao estruturar o campo de ação dos atores educacionais, os discursos que vinculam a escola média ao vestibular limitam o atendimento de outras finalidades educacionais. Acredita-se que o melhor a fazer no ensino médio é capacitar os estudantes para o trabalho. Assim, constituem-se projetos de vida individualizados, que tornam difícil a implicação dos sujeitos em aspectos da vida coletiva. Enfim, o ensino médio na escola particular porta traços elitistas, já que se ocupa especialmente de preparar seus estudantes para o ingresso no ensino superior. Além disso, evidencia-se a ação dos mecanismos disciplinares escolares que produzem individualização e docilização dos corpos, que submetem-se, deste modo, às demandas do sistema produtivo sem opor-lhes questionamentos. Ademais, a psicologização do saber escolar promove o governamento dos indivíduos, na medida em que controla suas condutas de forma muito sutil. Produz-se, diante disso, o questionamento acerca da possibilidade de que os saberes escolares problematizados favoreçam processos de invenção de si em detrimento de promover a moldagem dos sujeitos a preceitos produtivistas, desmobilizando-os politicamente. No entanto, é apenas fazendo mover os discursos produtores do ensino médio que se pode passar a imaginar outras possibilidades de subjetivação. Esta é a contribuição que o presente estudo apresenta, abrindo espaço para novas problematizações sobre cultura juvenil, políticas educacionais e de formação de professores. / Submitted by Marcelo Teixeira (mvteixeira@ucs.br) on 2014-06-02T16:50:05Z No. of bitstreams: 1 Dissertacao Angela Garziera Gasperin.pdf: 1249566 bytes, checksum: 6412ae9b61d79a9d6a305d725d8bf69a (MD5) / Made available in DSpace on 2014-06-02T16:50:05Z (GMT). No. of bitstreams: 1 Dissertacao Angela Garziera Gasperin.pdf: 1249566 bytes, checksum: 6412ae9b61d79a9d6a305d725d8bf69a (MD5) / This work analyzes discursive practice and modes of subjectification in private high school, questioning the purposes of this stage of education. In Brazil, high school has had, over the years, distinct purposes, either preparing students for entrance examinations or providing them with profissional training. This analysis is done based on Foucault´s theoretical reference that production of subjectivity is made possible by knowledge available in our society. Discursive practice produces objects of knowledge, structuring individuals´ actions through various techniques, among which are pedagogical devices. In order to achieve the aim of this study, interviews were conducted with ten teachers from a private school, whose statements were submitted to textual discourse analysis proposed by Moraes (2003) and foucauldian discourse analysis supported by Willig (2001). This research has shown that the discursive production of high school emphasizes preparation for entrance examinations, which gives form to a series of educational practices. Access to university is seen as the professional project for high school graduates. Civic education and preparation for life in its cultural, political and social aspects are not considered as important as students´ training for entrance examinations. It is possible to infer, from the research findings, that it is largely believed that the formation of identity relies on labor. Pedagogical practice produced by this discourse promotes a relationship with knowledge that matches its consumption with social mobility. There is no room in this school system for the pleasure of learning, for the classes are conducted especially by teachers and are restricted to memorizing information required by entrance examinations. Individuals can not ask their own questions, giving rise to issues that mobilize them, because they have to meet the requirements of exams. By structuring pedagogical practices this way, this discourse prevents other purposes for high school education from arising. It is believed that the best thing to do in high school is to prepare students for their profession. Thus, school knowledge supports individual life projects, which impairs subjects´ involvement in collective life. Private high school has shown elitist traits, since it focuses specifically on preparing students to college. Moreover, it is clear that school disciplinary mechanisms produce individualization and docile bodies, undergoing subjects to the demands of the production system, which are never put into question. Besides, the psychologizing of school knowledge promotes the government of individuals, controlling their behavior in a very subtle way. A question that arises from this study is whether the problematization of school knowledge can promote the process of "self-invention" rather than molding subjects to productivity demands, undermining their political action. However, it is just by putting into question high school discursive production that there is a chance we think of other possibilities of subjectification. Therefore, this study contributes for the problematization on youth culture, education policy and teacher training.

Especialmente após a Segunda Guerra Mundial, a língua inglesa alcançou o status de língua franca mundial e vem ocupando um espaço cada vez maior na vida dos sujeitos contemporâneos, independente de suas origens ou localização geográfica. A presença maciça desse idioma no contexto brasileiro em materiais didáticos, romances, dicionários, gramáticas, roupas, produtos de beleza, músicas, videoclipes, filmes, séries de TV, livros de bolso, revistas em quadrinhos, revistas de informação, alimentos, tecnologia, ciência, modelos de comportamento e de educação formal produzidos e/ou associados aos países anglófonos – especialmente Estados Unidos e Inglaterra − possibilita que seja possível se pensar na produção de um universo da língua inglesa. Tal ferramenta conceitual refere-se à amplitude dos domínios, das práticas e dos discursos colonizados por esse idioma. Com base numa perspectiva que vê a linguagem como constituinte da realidade e a educação como um processo que não se restringe às instituições determinadas para esse fim, mas se estende a uma série de outros lugares, defendo que o universo da língua inglesa, presente em nossas vidas nas mais diversas materialidades, apresenta-se enquanto um dos elementos-chave da constituição dos sujeitos contemporâneos. Articulado numa lógica neoliberal de mercado, ele atravessa e constitui uma poderosa rede que produz determinadas formas de ser, estar, agir e pensar na contemporaneidade. Essa lógica está diretamente atrelada à transformação dos sujeitos em mercadorias, que são impelidos a consumir produtos, ideias, comportamentos, pessoas, empregos, códigos de conduta associados à ou forjados a partir dessa língua. O objetivo deste trabalho é problematizar o caráter imperativo do universo da língua inglesa na constituição dos sujeitos contemporâneos. Utilizo como ferramentas teóricas os conceitos de identidade, subjetividade, neoliberalismo, capital humano, ambivalência, governo, dispositivo, Império, comodificação do sujeito para analisar o corpus selecionado para a presente pesquisa. Este compreende videoclipes de músicas em língua inglesa, relatórios do Conselho Britânico, sites desta instituição e de cursos de inglês on-line, projetos de lei antiestrangeirismos, reportagens sobre o Movimento Inglês como Língua Única (English Only Movement), reportagens e anúncios de jornais e revistas publicados no Brasil que envolvam a língua inglesa. Os resultados desta pesquisa apontam para a abrangência e a hegemonia da língua inglesa como língua adicional. Eles confirmam que ela é uma poderosa linha de força do dispositivo neoliberal, articulada na produção de sujeitos consumistas, flexíveis, globalizados, que têm na mídia um dos principais locus de subjetivação. Esses sujeitos são comodificados e incitados a fazer investimentos constantes e infinitos em seu capital humano para se manterem atrativos e desejáveis. / Especially after the Great World War II, English has been considered a worldwide lingua franca and it has increasingly been playing a major role in people‟s live irrespective of their origins or where they are. The huge use of English words and expressions in textbooks, novels, dictionaries, grammars, fashion, beauty products, songs, videos, movies, TV series, pocketbooks, comic books, magazines, food, technology, science, behavior codes, and English-speaking countries educational models − mainly from the United States and England − makes it possible to think that an English language universe is taken place right in front of us. This concept refers to the wideness of its domain, practices, and discourses colonized in and through this language. Based on a perspective that sees language as part of our sense of reality construction and Education as a process that goes beyond traditional educational sets, I advocate that English language universe, which is part of our lives through many different materialities, is one of the key elements in the constitution of contemporary subjects. Linked up with neo-liberal market value rationality, it goes through and constitutes a powerful assemblage that produces specific ways of being, acting, and thinking at the present time. This rationality is directed to molding subjects into commodities prompted to consume goods, ideas, behavior codes, people, and jobs connected with or built through English. This work aims at problematizing the imperative of English language universe in the subjects‟ constitution. I use the concepts of identity, subjectivity, neo-liberalism, human capital, ambivalence, govern, apparatus, Empire, and commodification of subjects as theoretical tools in order to analyze the corpus selected for this research. It comprehends videos from songs in English, British Council reports and captures from its website as well as on-line English language schools, bills against foreign language use in Brazil, articles on the English Only Movement, as well as magazine and newspaper articles related to the English language. Results point out to English wideness and hegemony as an additional language in Brazil. They also confirm that this language helps to enhance and maintain neo-liberal apparatus, linked up with the production consumer, flexible, globalized subjects who have the media as the one of the main locus of subjectification. These subjects are commoditized and prompted to invest in their own human capital to keep themselves attractive and desirable.

Especialmente após a Segunda Guerra Mundial, a língua inglesa alcançou o status de língua franca mundial e vem ocupando um espaço cada vez maior na vida dos sujeitos contemporâneos, independente de suas origens ou localização geográfica. A presença maciça desse idioma no contexto brasileiro em materiais didáticos, romances, dicionários, gramáticas, roupas, produtos de beleza, músicas, videoclipes, filmes, séries de TV, livros de bolso, revistas em quadrinhos, revistas de informação, alimentos, tecnologia, ciência, modelos de comportamento e de educação formal produzidos e/ou associados aos países anglófonos – especialmente Estados Unidos e Inglaterra − possibilita que seja possível se pensar na produção de um universo da língua inglesa. Tal ferramenta conceitual refere-se à amplitude dos domínios, das práticas e dos discursos colonizados por esse idioma. Com base numa perspectiva que vê a linguagem como constituinte da realidade e a educação como um processo que não se restringe às instituições determinadas para esse fim, mas se estende a uma série de outros lugares, defendo que o universo da língua inglesa, presente em nossas vidas nas mais diversas materialidades, apresenta-se enquanto um dos elementos-chave da constituição dos sujeitos contemporâneos. Articulado numa lógica neoliberal de mercado, ele atravessa e constitui uma poderosa rede que produz determinadas formas de ser, estar, agir e pensar na contemporaneidade. Essa lógica está diretamente atrelada à transformação dos sujeitos em mercadorias, que são impelidos a consumir produtos, ideias, comportamentos, pessoas, empregos, códigos de conduta associados à ou forjados a partir dessa língua. O objetivo deste trabalho é problematizar o caráter imperativo do universo da língua inglesa na constituição dos sujeitos contemporâneos. Utilizo como ferramentas teóricas os conceitos de identidade, subjetividade, neoliberalismo, capital humano, ambivalência, governo, dispositivo, Império, comodificação do sujeito para analisar o corpus selecionado para a presente pesquisa. Este compreende videoclipes de músicas em língua inglesa, relatórios do Conselho Britânico, sites desta instituição e de cursos de inglês on-line, projetos de lei antiestrangeirismos, reportagens sobre o Movimento Inglês como Língua Única (English Only Movement), reportagens e anúncios de jornais e revistas publicados no Brasil que envolvam a língua inglesa. Os resultados desta pesquisa apontam para a abrangência e a hegemonia da língua inglesa como língua adicional. Eles confirmam que ela é uma poderosa linha de força do dispositivo neoliberal, articulada na produção de sujeitos consumistas, flexíveis, globalizados, que têm na mídia um dos principais locus de subjetivação. Esses sujeitos são comodificados e incitados a fazer investimentos constantes e infinitos em seu capital humano para se manterem atrativos e desejáveis. / Especially after the Great World War II, English has been considered a worldwide lingua franca and it has increasingly been playing a major role in people‟s live irrespective of their origins or where they are. The huge use of English words and expressions in textbooks, novels, dictionaries, grammars, fashion, beauty products, songs, videos, movies, TV series, pocketbooks, comic books, magazines, food, technology, science, behavior codes, and English-speaking countries educational models − mainly from the United States and England − makes it possible to think that an English language universe is taken place right in front of us. This concept refers to the wideness of its domain, practices, and discourses colonized in and through this language. Based on a perspective that sees language as part of our sense of reality construction and Education as a process that goes beyond traditional educational sets, I advocate that English language universe, which is part of our lives through many different materialities, is one of the key elements in the constitution of contemporary subjects. Linked up with neo-liberal market value rationality, it goes through and constitutes a powerful assemblage that produces specific ways of being, acting, and thinking at the present time. This rationality is directed to molding subjects into commodities prompted to consume goods, ideas, behavior codes, people, and jobs connected with or built through English. This work aims at problematizing the imperative of English language universe in the subjects‟ constitution. I use the concepts of identity, subjectivity, neo-liberalism, human capital, ambivalence, govern, apparatus, Empire, and commodification of subjects as theoretical tools in order to analyze the corpus selected for this research. It comprehends videos from songs in English, British Council reports and captures from its website as well as on-line English language schools, bills against foreign language use in Brazil, articles on the English Only Movement, as well as magazine and newspaper articles related to the English language. Results point out to English wideness and hegemony as an additional language in Brazil. They also confirm that this language helps to enhance and maintain neo-liberal apparatus, linked up with the production consumer, flexible, globalized subjects who have the media as the one of the main locus of subjectification. These subjects are commoditized and prompted to invest in their own human capital to keep themselves attractive and desirable.