Efeitos de identificação imaginária com a língua inglesa em recortes de depoimentos sobre a formação universitária.

The aim of this article is to analyse and discuss excerpts of discourse spoken by four students from the Language Department of Faculdade de Filosofia, Letras e Ciências Humanas - USP -, concerning their relationship with their education to become professionals of English teaching. The analyses are related to certain matters concerning English as a lingua franca (ELF) in teaching and researching in Applied Linguistics (GIMENEZ et al, 2011, 2015; RAJAGOPALAN, 2011; SEIDLHOFER, 2003; WIDDOWSON, 1994). The corpus was elicited from open responses for a case study that followed project AREDA (Analysis of Discursive Resonances of Open Responses) methodology (SERRANI, 2001). The analyzes were based on French and Brazilian theories of discourse that take the intersection of psychoanalysis in their conception of the subject (GHIRALDELO, 2009; GRIGOLETTO, 2008, 2009; PÊCHEUX, 2002), and on Lacanian psychoanalyses itself (LACAN 2009, 1998, 1985; PRASSE, 1997; REVUZ, 1998). For this study, two effects of imaginary identification (NEVES, 2004) that resonated as regular were singled out. The first one is the identification with the conception of EL as commodity, based on the image they make of ELF used as an instrument for people to communicate at work and tourism. As for themselves, this is the language they desire to possess in their process of educational and professional certification. The second one is the effect of "universitarization" by the process of implication and overimplication (LOURAU, 2004; MONCEAU, 2008) which results in an academic-universitarian education to feed itself. [ABSTRACT FROM AUTHOR]