Banca de DEFESA: FABIO RODRIGUES DOS SANTOS

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : FABIO RODRIGUES DOS SANTOS
DATE: 18/11/2021
TIME: 09:00
LOCAL: Programa de Pós-Graduação em Linguística e Literatura
TITLE:

(Re)constructing meanings of teaching and learning Libras: dialogs with and among teacher in inicial education.L

KEY WORDS:

Dialogicity. Decoloniality. Teacher Education. Teaching-learning of Libras.
Speech.

PAGES: 170
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:

This Doctoral degrees thesis is created from reflections built in the context of the discipline
taken as an research academic-context, the Methodology of Teaching Libras - MEL - of the
Course of Language-Libras: Degree from the Federal University of Alagoas - UFAL. Formed at
the crossroads, on the border, at the dialogical meeting point, the methodological process could
not be anything other than one that made this movement possible and, in this case, I characterize
the Philosophy of Dialogicity that brings the imetodic of Boaventura to its core (2008) and
narrative research by Clandinin and Connelly (2011). In fact, in addition to methodological
thinking, this philosophy, or paradigm, is also an axis of support and theoretical connection.
Thus, at this fluid epistemic-theoretical level, I have the Bakhtinian dialogicity ([1929] 2006;
[1979] 2011) which, in addition to assisting me in understanding the investigated materialities,
is a conceptual contribution to the whole process of this investigation that begins in the
development of the discipline MEL and extends to the production of this work, in which I look
at the records made along its path. Similarly in this epistemic-theoretical fluidity, such as
epistemologies of the South (SOUSA SANTOS; MENESES, 2009), (de)colonial studies
(QUIJANO, 1992; MIGNOLO, 2016, 2017; BERNARDINO-COSTA; MALDONATO-
TORRES; GROSFOGUEL, 2019) and other dialogues dialogues, such as: teacher training (IFA,
2006), (CRUZ, 2016), (JUCÁ, 2016), discursive construction and the classroom (MOITA
LOPES, 2002), teaching practice (FREIRE, 1967 , 2019), an Emerging Applied Linguistics
(MOITA LOPES, 2009) and a research and action agenda in Applied Linguistics (KLEIMAN,
2013). However, these dialogues are not antecedents, but precedents, required from the
problematizations built based on the records made by the following instruments: lesson plans,
reflective diaries and narrative interviews. Engaged, mainly, through an exercise of teaching
practice provided in the MEL discipline, I identify discursive practices developed with and by
teachers in initial training (PFIs) that are interpreted under a coined philosophy of dialogicity.
That said, the objective with this investigation is to (re)construct meanings of teaching-learning
Libras based on discursive practices developed with and by Libras teachers in initial training in
the MEL discipline of the LL Course at Ufal and, for that, I outline specific objectives that they
are: 1) to identify as discursive practices constructed with and by PFIs in the MEL discipline; 2)
problematize a possible relationship between the discursive practices constructed with and by
the PFIs and the teaching practices developed in the discipline; and, finally, 3) to configure the
meaning(s) of using-learning Libras constructed with and by the PFIs in this same academic-
context of investigation. As a result of these objectives, I identified three main objects of
discourse that were the stage for a dialogical meeting of three speeches in the classroom:
prejudice, ethics and transformation. This made it possible for me to configure meanings that
have constituted Libras teaching-learning processes and, in a more purposeful perspective, to
reconstruct such meanings for a Libras teaching-learning coordinated by an ethical position in
favor of the “Damned of the Earth” (FREIRE, 2019 ; FANON, 1968), the result of teaching
practice that makes the life of the classroom inseparable. In this way, through this research that
gave me subsidies to understand and interpret an experience that is, at the same time, personal
and collective, I can build knowledge that establish horizontal dialogues with other
particularities concerning teacher education, mainly in Libras, contributing to the concrete
universalism, according to Césaire (2020).

BANKING MEMBERS:
Presidente - 1851662 - PAULO ROGERIO STELLA
Interna - 1756862 - FLAVIA COLEN MENICONI
Interno - 1631608 - SERGIO IFA
Externa à Instituição - JOSENICE CLAUDIA MOURA DE LIMA - IFAL
Externa à Instituição - ROSANGELA NUNES DE LIMA - UNEAL