Representações de professores de inglês acerca da educação bilíngue em uma escola da rede pública de Manaus: um estudo de caso

Abstract

This study aimed, in general terms, to investigate English teachers’ representations regarding the development of the Portuguese-English bilingual education proposal at CETI Gilberto Mestrinho and, more specifically, to identify the challenges faced by these teachers in implementing this proposal. The theoretical framework is grounded in studies on social representations (Jodelet, 2009; Moscovici, 2003), bilingualism and bilingual education (García, 2009; García; Lin, 2017; Hornberger, 1991; Liberali, 2019; May, 2017; Megale, 2019a; 2019b; Rocha; Megale; 2023), bilingual education in the Brazilian context (De Costa, 2018; Egido; Tonelli; De Costa, 2023; Grigoletto; Fortes, 2022; Liberali; Megale, 2016; Liberali, 2019; Megale, 2018; 2019a; 2019b; 2020; Reis; Barleta; Souza, 2022). Regarding methodology, this qualitative study adopts a case study approach and was developed through the application of a profile questionnaire and semi-structured interviews with English teachers responsible for implementing the bilingual proposal at the institution. Data was analyzed through Textual Discursive Analysis. The findings indicate that bilingual education is simultaneously represented as an opportunity to democratize access to English, which is historically associated with prestige contexts and private schooling, and as a proposal marked by structural limitations. The results reveal that its implementation occurs in the absence of specific curricular guidelines, with scarce teaching materials, insufficient continuing teacher education, and limited institutional support, which ultimately shifts the primary responsibility for curricular and pedagogical organization to the English teacher. Thus, this study contributes to reflections on the consolidation of bilingual education in public schools, highlighting the need for articulated policies in teacher education, curriculum planning, and institutional support within the public education system of the state of Amazonas.