ResumoThe purpose of this paper is to examine an important aspect of the process of English Teaching as a Foreign Language. We have chosen to focus our attention on the relation between Secondary Public Schools and Private English Language Institutes. Our corpus consists of a written proposal for a partnership submitted by a Private English Language Institute to a Secondary Public School. Our analysis is theoretical and methodologically grounded in the underpinnings of Discourse Analysis. We argue that there is no possibility of analyzing any discursive issue without considering studies which focus on the notions of Imaginary Formation, Ideology, History and Subject. The confrontation of the written data and the studies of Discursive Analysis lead us to conclude that the discourse that surrounds English Teaching in Public and Private Schools of São Paulo is highly political and ideological encumbered.
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