Practitioners of English and the teaching learning processes

Abstract

This article aims to bring to light the ways in which some practitioners of English as a foreign language, from the 7th to the 9th year of Elementary School at a public school, understand the teaching-learning processes in that language. Because of the reconfiguration of social practices in the digital culture scene, to know these practitioners, to listen to them and to interpret them have been alternatives to understand how the processes of teaching and learning in English correspond to school routine and the expectations of these practitioners for the development of language skills: reading, writing, speaking and listening. Considering that the practitioners are characterized by the development of tactics and creations to subvert situations of reality given to them, dialogue groups were used, with a view to qualitative study and a hermeneutical approach. With the research, it is revealed that the practitioners of LI want to learn languages that are called foreign languages, but which are actually everyday languages to them due to cyberculture, where they increasingly rely on copyright uses in the network.

Keywords: practitioners of English, dialogue, cyberculture.