Disciplinarization of the English language in Brazil and its effects on of students’ imaginary about the language in public schools in Brazil

The reproduction of the discourse about the urgent character of the learning of the English language contributes to a hierarchical relationship concerned with the mother tongue. Affiliated to the French Discourse Analysis (PECHEUX, 1969; 1999; 2000), we propose a reflection about the place of the disciplinarization in the regularization of these senses, considering its effects on the imaginary’s students.