Banca de QUALIFICAÇÃO: MAIRA BARBOZA DE OLIVEIRA COELHO

AUTOBIOGRAPHIC NARRATIVES AS PATHS FOR THE CONSTRUCTION OF PEDAGOGIC WORKSHOPS FOR TRAINING CONTINUED AND DECOLONIAL PROFESSORAS/ES DE ELE: 

ABYA YALA EN LLAMAS, RIMATED VIOLENCES AND LITERATURES OF REEXISTENCE

Literacy of (re)existences; autobiographical pathways; In-service teacher education; rap; Teaching of Spanish as a Foreign Language.

The master's dissertation in question employs autobiographical narrative as its primary methodological framework, inspired by theorists such as Josso (2007; 2009), in order to explore emotions and subjectivities in research. This study adopts a (auto)biographical approach to narrate the various trajectories of teacher transformation, establishing temporal and situational connections that have shaped my journey as a community educator. The focus is on the role of the Spanish educator, who, as a political body, reevaluates her role through the hip-hop movement. The qualitative research, following the interpretivist paradigm of Denzin and Lincoln (1997), contributes to the development of Cross-Cultural Pedagogical Workshops that utilize rap as a linguistic-cultural tool to challenge concepts of language, territories, and identities. These challenges aim to provoke a potential critical literacy of (re)existences among in-service Spanish teachers (Souza, 2011). The study, therefore, aims to transcend traditional and Eurocentric practices in everyday school life, which often reflect colonized epistemologies (Mignolo, 2008), perpetuating multiple forms of colonial violence. To achieve this purpose, the research is based on concepts and approaches from Applied Linguistics (Moita Lopes, 2006; Kleiman, 2016; Pennycook, 2006), Decolonial and Postcolonial Studies (Grosfoguel, Bernardino-Costa, Maldonado-Torres, 2020; Walsh, 2006 and 2017). Through this theoretical intersection, I plan to establish alternative pathways that challenge the predominant school paradigm, bringing forth new perspectives and enabling a more critical, inclusive, and decolonized continuous teacher education for the teaching and learning of Spanish as a foreign language.