Banca de DEFESA: ADRIANO DE ALCÂNTARA OLIVEIRA SOUSA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE: ADRIANO DE ALCÂNTARA OLIVEIRA SOUSA
DATA: 20/02/2024
HORA: 14:00
LOCAL: DEFESA DE TESE
TÍTULO: INTERCULTURALITY AND CRITICAL LITERACY: CONSCIENTIZAÇÃO IN NARRATIVES THROUGHOUT A TEACHER EDUCATION PROGRAM
PALAVRAS-CHAVES: Critical Literacies, Decoloniality, Narrative Research.
PÁGINAS: 199
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
RESUMO:

In a world dramatically branded by globalization, reading and interpreting it is an act that inevitably brings power and coloniality relations, as an intrinsic interaction between cultures. The process of actively dealing with these relations demands critical thought about the deconstruction of a universalizing logic to Western cultures. This way, Freire (1997, 2001) begins to associate the educational process and this colonial version disguised in neoliberal concepts, a phenomenon that the scholar named banking concept education, inasmuch ways to disrupt and escape this system through liberty that must be linked to education, democracy, and freedom, that is, the Freirean notion of conscientização. In that context, this research focuses on a project proposal made by Universidade Federal do Piauí (UFPI) addressing a series of actions to help enhancing the professional development of English teachers. These actions compose a linguistic education program for in-service teachers that aim at developing linguistic competence, cultural aspects, and professional skills; the participants are five English teachers from public and private schools in Piauí and Maranhão, two Brazilian northeastern states. This way, this research’s main objective is to understand interculturality and conscientização critically projected over this language teacher-training program. For that, the theoretical bases to underlie this study are decolonial and interculturality theories (QUIJANO, 2000; WALSH, 2010; PENNYCOOK, 2016), theories addressing critical pedagogies and critical literacies (FREIRE, 1987, 2001; RAJAGOPALAN, 2006; MONTE MÓR 2007, 2013), and theories about narrative studies (CONNELLY; CLANDININ, 1990; BARCELOS, 2006; CADILHE, 2020). Therefore, the methodological background is mainly related to narrative research (MELLO, 2020) to consider its importance as a tool to analyze experiences in qualitative studies of interpretive nature that highlight critical and ethical research aspects (CELANI, 2005). Considering that, the research participants were divided in two groups, one of them is the focus group made up by five teachers in development, and the other is the one composed by the group of six professors that coordinate the program, who are co-participants. About the research instruments that were used to collect and analyze the written registers, they were questionnaires with narratives and the researchers’ field notes. Finally, by the end of this study, it is expected that the research participants include this critical repertoire to their classes as a component to social transformation, as well as a broadening of perspectives to Critical Applied Linguistics.

MEMBROS DA BANCA:
Presidente - 1631589 - BEATRIZ GAMA RODRIGUES
Externo à Instituição - DANIEL DE MELLO FERRAZ - USP
Interno - 1063909 - JUSCELINO FRANCISCO DO NASCIMENTO
Interno - 1790769 - MARAISA LOPES
Externo à Instituição - WALKYRIA MARIA MONTE MÓR - USP