Banca de QUALIFICAÇÃO: JAQUELINE SANTOS DE SOUZA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : JAQUELINE SANTOS DE SOUZA
DATE: 10/02/2023
TIME: 14:30
LOCAL: RNP
TITLE:

DIALOGUES AND TEACHER TRAINING: DECOLONIALITY AND ENGLISH TEACHING IN PUBLIC SCHOOL

KEY WORDS:

Decoloniality; Continuing Teacher Education; English Language; Public
School; Beliefs

PAGES: 128
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:

Language is not just a tool for dialogue, but an instrument of expansion, domination and
power. It is also a device of insurgency, so that through it we can exist, resist, re-exist and
no longer be excluded or under-represented. Teaching English, a language anchored in
imperialist bases (PEREIRA, 2019), with the aim of decolonizing teaching, is a great
challenge. In a context in which language, languages and education are in contest, the
political aspect is inevitable, so neutrality is obviously null (FREIRE, 2001; 2007),
therefore, when proposing the South-South dialogue (SOUSA SANTOS, 2011) 2019)
and, specifically, in this research, pointing our compass towards the Northeast is an urgent
demand. It is constant to perceive that the teaching of English language, in the scope of
public schools, is usually reduced to the application of rules, grammatical structures and
notions of vocabulary in an uncritical way (SIQUEIRA, 2011). However, answer students
from public schools, which, for the most part, are composed of young black women and
men from lower classes, targets of the most diverse forms of oppression, is a fact that
gives teachers an ethical and sociopolitical commitment supported by legal bases
(SOUZA, 2022), in an attempt to reach themes, not only that certain teaching materials
make invisible, but also that of mirroring contexts in which classrooms are immersed.
Discussions relevant to the field of critical applied linguistics (MUNIZ, 2016) together
with decolonial studies support this study, whose research object – continuing teacher
education – was based on dialogues with teachers of basic education, aiming at the
deconstruction of beliefs about teaching English. Through online divulgation, 120
registrations were received, among which 40 English teachers, working in the public
schools of Bahia, interacted remotely and, through synchronous and asynchronous
activities, it was possible for the survey of corpora to be carried out in accordance with
to the methodological assumptions of netnography (KOZINETS, 2014). This qualitative
participatory research intends to re-discuss preconceived concepts and ideas about
teaching English, aiming to question us about which ways we intend to follow in the light
of decolonial approaches, so that it is possible nordestear the teaching of English
language in Bahian public schools.

COMMITTEE MEMBERS:
Presidente - 1857214 - JULIO NEVES PEREIRA
Interna - 1748601 - FERNANDA MOTA PEREIRA
Externa à Instituição - GLENDA MELO - UNIRIO