Banca de DEFESA: JULIA MEDEIROS DE OMENA
Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.STUDENT : JULIA MEDEIROS DE OMENA
DATE: 19/03/2024
TIME: 09:00
LOCAL: FALE/UFAL (Banca online)
TITLE:
KEY WORDS:
Critical Literacy. Decolonial Pedagogy. Spanish Language
PAGES: 125
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:
Colonization promoted a series of impositions on Latin America concerning language, religiosity, culture, and history as a whole. As a result, there is a distance between sister nations, such as Brazil and other Latin American countries, due to linguistic differentiation, where Brazil is the only country with Portuguese as the official language. Consequently, this has led to a lack of belonging of Brazilians to Latin America, as additional languages chosen for didactic-pedagogical work in school curricula are usually English rather than Spanish, for instance. Considering this and aiming to bring students closer to their Latin American identity, this master's research aims to analyze the perception of students from a 4th-year class in Integrated High School with a focus on Mechanical Engineering at the Federal Institute of Alagoas (IFAL), Campus Maceió, on social themes such as machismo, beauty standards, and native peoples in Spanish language teaching, through the lens of critical literacy and decoloniality theories. The theoretical foundations used for this research were Duboc (2015), Janks (2016), Jordão (2016), and Freire (2014) for critical literacy; Quijano (1999), Bernadino-Costa (2015), Grosfoguel (2019), and Walsh (2013) for decoloniality; and Moita Lopes (2009), Pennycook, and Makoni (2019) for applied linguistics. The methodological approach employed was action research (THIOLLENT, 1986), and the data were collected through the development of thematic lessons, questionnaires, textual/discursive productions of participants (memes, infographics, and curiosity cards), WhatsApp reports, and reflective diaries from the teacher/researcher. Finally, these materials were analyzed qualitatively, prioritizing the description and interpretation of the data. The analysis revealed that the combination of critical literacy and decoloniality approaches, along with the mentioned genres, provided a more inclusive and engaged education, fostering active student participation in the proposed activities. The research revealed the importance of addressing social issues in the classroom, using pedagogical practices that encourage reflection and critical consciousness.
COMMITTEE MEMBERS:
Presidente - 1756862 - FLAVIA COLEN MENICONI
Interno(a) - 1414920 - LORENA ARAUJO DE OLIVEIRA BORGES
Interno(a) - 1631608 - SERGIO IFA
Externo(a) à Instituição - DORIS CRISTINA VICENTE DA SILVA MATOS - UFS