This paper presents part of a research which aims at maping power representations in several discourses which deal with Distance Education. Our object of study in this article are discourses which are somehow related to the issue of teaching/ learning English as a Foreign Language to/by children in the Internet, looking for the inscription, the marks, the significants that configure new signifying practices that are socially and discursively constituted and, thus, allow the constructions of meanings which alter the (as)symmetry of power relations. We adopt, therefore, the concept of discourse proposed by Foucault (1969/1987, p.86), for whom discourse is productive: it does not just name things, but also produces things, new meanings which have truth effects. We also relate discourse and representation, since both must be analyzed as power tactics and strategies, considering that it is power that turns things true. Thus, the research is qualitative, including the analysis of production conditions and linguistic materiality of discourses related to the teaching/learning of English for/ by children in the Internet.
discourse; representation; English for children; English in the Internet