Representações das identidades de gênero, raça e classe social em um livro didático de língua inglesa

Abstract

In addition to its fundamental role in the teaching-learning process, the foreign language textbook is able to influence students' values, worldviews, and identities. Therefore, this qualitative research aimed to analyze how the English language textbook Way to English for Brazilian Learners - 9th grade (FRANCO, 2018) promotes the representation of gender, race, and social class identities through the images displayed in the textbook. A total of 27 visual resources distributed across 14 opening pages of the textbook units were analyzed. The analysis of the images followed the theoretical framework developed by Kress and van Leeuwen (2006) in the Grammar of Visual Design. Results revealed a predominance of female representations compared to male representations and the presence of ethnic/racial diversity among the depicted individuals. However, it reproduces patterns of the dominant class by not representing transgender or non-binary gender identities and by associating elements linked to marginalized social groups with non-white people. Despite this, the textbook demonstrated efforts to promote a more inclusive and egalitarian education that respects the diversity of students in public schools in Brazil. Therefore, this study has the potential to encourage teachers to reflect on the selection and use of English language textbooks, aiming to promote works that value social diversity, inclusion, and respect in society.