Escola Bilíngue Gilberto Mestrinho: um estudo de caso

Abstract

The bilingual school is the subject of this work. It provides a discourse analysis of the discourses surrounding the development and implementation of the Gilberto Mestrinho School of Integral Time Bilingual PPP in order to discover the various meanings that arose from the analysis. Theories on the term bilingualism (MACNAMARA, 1967), theories on bilingual education (MEGALE, 2018), and how bilingual education was implemented in Amazonas were all taken into consideration. As a starting point for analysis, this study will look into official documents from the EETI Gilberto Mestrinho, as well as official remarks from the Amazonas State Department of Education and speeches by teachers. The data gathered will be incorporated into the corpus of our study, which will employ a case study as an investigation method, theoretically based on French Discourse Analysis (COURTINE, 1999; MALDIDIER, 2003; ORLANDI, 2013; PCHEUX, 2009;) in order to better understand the effects of meanings in the bilingual school's discursive process. Finally, we expect that such an analysis can broaden our perspectives on the formation of meanings around "bilingual education," as well as its connections to educational policy challenges in Brazil.