Banca de QUALIFICAÇÃO: EDISON FERNEY CASTRILLÓN ÁNGEL

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
DISCENTE: EDISON FERNEY CASTRILLÓN ÁNGEL
DATA: 06/11/2023
HORA: 17:30
LOCAL: QUALIFICAÇÃO DE TESE
TÍTULO: Promotion of Re-Existence Literacies Through the Development of Resistance Narratives: A Critical Digital Pedagogy Practice with Pre- service English Teachers
PALAVRAS-CHAVES: resistance narratives; re-existence literacy; critical pedagogy; decoloniality.
PÁGINAS: 172
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
RESUMO:

Cultural hegemony has established colonial narratives that exclude or infer the people and social groups not framed in these parameters. It eliminates and attacks everything, not by this social dynamic (QUIJANO, 2000). These practices produce violence, exclusion, and "non-existence" (DE SOUSA SANTOS AND MENESES, 2014). This phenomenon creates gaps of inequality and injustice for those who are considered "the others" (BÁEZ & DOMÍNGUEZ, 2020). Based on these issues, this study focuses its research object on the development of resistance narratives, as critical pedagogical practices, for the promotion of re-existence literacy. Six questions guide this study. The general question: How do constructing, sharing, and negotiating resistance narratives from digital scenarios, as a critical pedagogy practice, promote re-existence literacies to pre-service English teachers from Brazil and Colombia? The guiding questions: What interpretations, negotiations, and constructions have the pre-service English teachers made of their world? What is the relationship among critical pedagogy, decoloniality resistance narratives to promote re-existence literacies? What influence has literacy as a social practice had on the development of re-existence literacies? What challenges and realities do participants face while constructing, sharing, and negotiating resistance narratives as a critical digital pedagogy practice to promote re-existence literacies? What is the scope of digital media to create resistance narratives and promote re-existence literacies in pre-service English teachers? Based on these questions, the objectives were elaborated. The general objective: To promote pre-service English teacher's re-existence literacies through the construction, sharing, and negotiation of resistance narratives as a critical digital pedagogy practice. And the specific objectives: (A) To identify the interpretations, negotiations, and constructions that pre-service English teachers have made about their identity, context, and reality; (B) To understand the relationship among critical pedagogy, decoloniality, and resistance narratives to promote re-existence literacies; (C) To recognize the influence of literacy as a social practice in developing re-existence literacies in physical and digital environments; (D) To notice pre-service English teacher's challenges and realities at constructing, sharing, and negotiating resistance narratives from digital scenarios to promote re-existence literacies; (E) To recognize the scope of a digital media project to create resistance narratives and promote re-existence literacies in pre-service English teachers. This study is divided into five stages. 1) Research problem and Myself; 2) Theoretical assumptions and literature review; 3) Research Design and Methodology; 4). Data Analysis and 5) Findings and Discussions. This study is based on the principles of the historical-hermeneutic and socio-critical paradigm. It is an Online Qualitative Research (OQR), and it uses Young Participatory Action Research (YPAR) as the method that helped to build an online media project for the construction of resistance narratives. This research involves 18 preservice English teachers from the English Letter program of Universidade Federal do Piauí (Teresina, Brazil) and students from the Bachelor's Degree in Foreign Languages with an Emphasis in English from Universidad Católica Luis Amigó (Medellín, Colombia). This study becomes a space for reflection, construction, emancipation, and transformation. This is an opportunity to use the school, from the pillars of critical pedagogy, for the development of re-existence narratives in search of a more just and equitable world.

MEMBROS DA BANCA:
Externo à Instituição - ALEXANDER BACALJA - UNIMELB
Presidente - 1631589 - BEATRIZ GAMA RODRIGUES
Interno - 1063909 - JUSCELINO FRANCISCO DO NASCIMENTO
Interno - 1790769 - MARAISA LOPES
Externo à Instituição - RAUL ALBERTO MORA VÉLEZ - UPB