Banca de QUALIFICAÇÃO: ANTÔNIO CARLOS SILVA JÚNIOR

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
DISCENTE : ANTÔNIO CARLOS SILVA JÚNIOR
DATA : 18/06/2021
HORA: 14:00
LOCAL: Instituto de Letras - defesa Remota
TÍTULO:

We, from the South, in Basic Education: southing the teaching practice and Spanish language education in the Brazilian state of Sergipe

PALAVRAS-CHAVES:

Southing; Teaching Practice; Spanish Language Education

PÁGINAS: 51
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
SUBÁREA: Lingüística Aplicada
RESUMO:

This research is linked to Applied Linguistics and its main objective is to conceive the South as an epistemology to guide teaching practice and Spanish language education in Basic Education, taking into consideration the experience of Spanish student-teachers in the Brazilian state of Sergipe. To achieve this end, four specific objectives were established: a) to check the perceptions of Spanish student-teachers concerning the teaching practice and language education in the context of the state of Sergipe; b) to foster debate, with the student-teachers, on the South as an epistemology and on the southing of teaching practice and Spanish language education; c) to examine teaching materials designed by the research participants in order to contemplate the South in the process of Spanish language education in Brazil; d) to evaluate the implications that the interactions experienced during the use of the teaching materials designed by the participants may bring to the teaching practice and Spanish language education in Basic Education, both on a perspective from the South as an epistemology. The theoretical framework that has guided the discussions of this ongoing thesis is comprised by the following lines of thought concerning the South as an epistemology: Applied Linguistics (KLEIMAN, 2013; MOITA LOPES, 2006, 2013); Southing (CAMPOS, 1991, 1999; FREIRE, 1992); Decolonial Studies (CASTRO‑GÓMEZ, 2000; DUSSEL, 1993, 2005; ESCOBAR, 2003; MALDONADO-TORRES, 2005, 2007; MIGNOLO, 2003, 2007, 2008; QUIJANO, 1992, 2006; SOUSA SANTOS, 2007, 2018; WALSH, 2009, 2013); Teaching (FREIRE, 1992, 1996; NÓVOA, 1999) and Spanish Language Education (MATOS, 2018, 2020; PARAQUETT, 2012, 2018, 2019; SILVA JÚNIOR, MATOS, 2019). In terms of methodology, this is a heuristic-based qualitative research since it is based on participants’ thoughts and a collaborative bias along the development of the investigation process. The study counts with the collaboration of eight student-teachers of the Spanish Language Course of the Federal University of Sergipe taking part in the Institutional Program of Scholarships for the Initiation of Teaching (Programa Institucional de Bolsas de Iniciação à Docência – PIBID). These student-teachers are doing their practicum at Colégio de Aplicação under the supervision of the researcher in charge of this study. The student-teachers are doing their practicum with classes of the final years of Junior High and High School. The research data have been generated through questionnaires, field notes and teaching materials designed by the participants of the study. To gather, register and analyze data the following strategies have been adopted: focal group and meetings with the student-teachers, class observations in which the designed materials are being used, reflective sessions with the students of the Basic Education and overlapping of the data. Through these heuristic processes with a collaborative bias, searching for “another” methodology, “decolonizing practices” (ORTIZ OCAÑA; ARIAS LÓPEZ; PEDROZO CONEDO, 2018) are included during the generation and analysis of data. These practices consist of alterity talks, common contemplation and configurative reflections. Concerning the data analysis, this study draws on the Discursive Textual Analysis developed by the Brazilian scholar Roque Moraes (2003) due to the recognition of the assumptions of this emergent paradigm which seeks to understand the phenomena in a plural, heterogenic and interdisciplinary way. This way, it is expected that this research may contribute for the spread of a southing thought about teaching and Spanish language education in the context of the state of Sergipe from a decolonial epistemology in support of an intercultural education.

MEMBROS DA BANCA:
Presidente - 307008 - MARCIA PARAQUETT FERNANDES
Interno(a) - 1563574 - EDLEISE MENDES OLIVEIRA SANTOS
Externo(a) à Instituição - DORIS CRISTINA VICENTE DA SILVA MATOS - UFS