Banca de QUALIFICAÇÃO: MARCUS VINICIUS CONCEIÇÃO PEREIRA

READING AND NARRATIVE CIRCLES: A LINGUISTIC DIALOGUE INTERCULTURAL ABOUT LIFE EXPERIENCES AND TRAINING

Reading circles. Narrative. Dialogue. Interculturality. Experiences. Education.

In the present work entitled "Reading and Narrative Circles: An Intercultural Linguistic Dialogue on Life Experiences and Education," we investigate the contributions of reading and narrative circles developed by civil society organizations. This research focuses on analyzing socio-cultural thematic-category representations present in innovative narrative-reader methodologies. Based on sociolinguistic theories, critical discourse analysis, narrative research, and ethnomethodology, we aim to understand the functioning of methodological devices that construct the pedagogical praxis used by educators in circular narration and reading actions. Thus, the methodological systematization of the work will be built with a focus on the phenomenological-hermeneutic method, characterized by its descriptive-applied purpose, through bibliographic-documentary means, with an emphasis on the qualitative-quantitative research approach, grounded in the following instruments: a) narrative interview; b) life stories, and c) structured questionnaires. As a subsidy for the analyses proposed in this thesis, we have chosen authors with thematic relevance for theoretical foundation and review, encompassing the following fields: theoretical concepts related to epistemology and dialogism from the reading circles of Yunes (1999) and Chambers (2008), parallel to the epistemological-cultural circles of Freire (1967). In the theoretical sphere of reading, we have selected the studies of Coracini (1995), Goodman (1976), and Gogh (1972), along with the proposals for reading mediation by Cerrillo, Larrañaga, and Yubero (2002) and Orlandi (1988). Furthermore, in the narrative field, we have chosen the theories of performance circles by Schechner (2002), the theoretical notion of metaphorical narration by Pimentel (1990), and the studies of sociocultural inferences by Rickheit, Schnotz, and Strohner (1985), as well as the theories regarding communities of practice and discursive communities proposed by Lave and Wenger (1991) and Swales (1987). In the intercultural field, we analyze the research of Estermann (2010) and Walsh (2006), linked to conceptions of linguistic interaction represented in the studies of Bazerman (2006) and Marchuschi (1985). Finally, we examine the theories of critical pedagogy by Giroux (2011) and Shor (1992), as well as the pluriversalism of Ramose (2010).