Banca de DEFESA: CAMILA BARROS SANTOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : CAMILA BARROS SANTOS
DATE: 30/03/2023
TIME: 14:00
LOCAL: Instituto de Letras
TITLE:

"My roar is my desire to scream.” Afro-Latin American voices in the training of Spanish-speaking teachers in the UFBA undergraduate course

KEY WORDS:

Resume; Training of Spanish teachers; Interculturality; Afro-Latin American Cultures.

PAGES: 120
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:

The present study, inserted in the area of Applied Linguistics (AL), has the main objective of making a critical reflection on the mechanisms that exclude/erase cultures and, consequently, Afro-Latin identities from the space of debate, along with a reflection on the training process of Spanish language teachers at the Federal University of Bahia, a space for experiences, observations and discussions, which presents itself as a diasporic territory of other epistemologies, that follow paths other than that of the North. To reach the objectives, the research was built from theoretical frameworks, such as: Applied Linguistics and teaching/learning of a foreign/Spanish language; racism in the presence/absence of black authors when training Spanish teachers; and Interculturality in the process of training teachers. I propose this discussion in order to demonstrate the relevance and the need to put into practice an idea of culture/language that goes beyond the colonizing hegemony and the silencing learning route, because, as Almeida (2019) states, racism is not limited to individual behaviors, but also comes from the way institutions function, operating in a dynamics that confers race-based disadvantages and privileges. The study was carried out from a qualitative and interpretive approach and the following methods and instruments were used: reading and analysis of syllabuses of literatures and literacies of the degree course in Spanish and their syllabi. To support the discussions, I relied on the following theoretical references: Almeida (2019); Paraquett (2009); Machado (2006); Souza (2017); Munanga (2019); Santos (2001, 2009), among others, who were selected, on purpose, for fleeing northern references, which somehow dehumanize our identities. The results showed that the curriculum analyzed is still very fragile in terms of Afro-Latin American discussions, even though these are fundamental, whether when training teachers or in whatever the teaching/learning spaces may be, because they constitute a legal and essential issue to the identities of Brazilians

COMMITTEE MEMBERS:
Presidente - 307008 - MARCIA PARAQUETT FERNANDES
Interna - 1748601 - FERNANDA MOTA PEREIRA
Externo à Instituição - LIZ SANDRA SOUZA E SOUZA - UEFS