The Français Langue Etrangère and the international redistribution of the French language teaching: the Brazilian case

Abstract

The present work aims at analyzing the discursive process that sustains the production and circulation of the knowledge that has integrated the middle school French language teaching manuals in Brazil based on the institutionalization of the Français Langue Etrangère (FLE) in France, since the second half of the 20th century. This institutionalization is here understood as language policy, once it focuses on the teaching process so as to centralize and control what circulates within the French language as a foreign language school subject. Therefore, we selected as material the book Pixel 1, méthode de français, by Catherine Favret and Silvie Schmitt, edited in Paris by the Editora Clé International, in 2011. Regarding their theoretical background, these analysis can be placed in the encounter of the History of Linguistic Ideas (Auroux, 2009 et alii) with the Discourse Analysis (Pêcheux [1975]1988 et alii Orlandi, 1996, 2003, 2005, et alii), as it has been developed in Brazil from Eni Orlandi’s works (2001, 2002, 2007, et alii). Understood as a discursive process, the institutionalization of the FLE in the Brazilian education produces images of a French language that elects France as its starting and belonging point, placing the national French language as the way that leads to the old metropolis, erasing the heterogeneity that composes the French community and the countries where French circulates, with different statutes.

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http://dx.doi.org/10.12957/matraga.2016.21206