Banca de QUALIFICAÇÃO: JOYCE RODRIGUES DA SILVA MAGALHÃES

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : JOYCE RODRIGUES DA SILVA MAGALHÃES
DATE: 04/09/2023
TIME: 14:00
LOCAL: Via google meet
TITLE:

DECOLONIAL PRACTICES IN THE INITIAL ENGLISH TEACHER EDUCATION: AUTOETNOGRAPHIC REFLECTIONS OF A TEACHER-EDUCATOR

KEY WORDS:

Teacher education; English language; Decolonial practices; Autoethnography; Applied Linguistics.

PAGES: 180
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:

Due to the history of westernization, the canon of knowledge taught/learned in Brazilian universities has been fundamentally based on theories produced by countries in the global north. The curriculum of Brazilian academies is deeply rooted in colonialism and silences the debate on race, gender and social class in the educational field. Against this colonial project, decolonial pedagogy seeks to resist in a theoretical, systemic, cultural, practical and political way and to break with the dominant paradigms to propose ways of thinking from subordinate epistemic positions. In the teacher education field, this understanding is of fundamental importance for the development of decolonial practices in the classroom and beyond. This doctoral research aims to reflect on the process of developing decolonial practices in the education of English teachers at UNEAL, campus I and III through an autoethnographic/emotional research, as a decolonial option, which seeks to understand the context of teacher education based on the personal/professional experiences of the teacher educator and the research people. Autoethnography is an instrument of political force capable of counteracting dominant academic trends as it seeks to better understand interpersonal relationships and it enables a rethinking of social practices, as well as it encourages personal/professional responsibility and agency through awareness and social/cultural change. This research is underpinned in the assumptions of critical Applied Linguistics, which is concerned with social inequalities, critical reflections on us and the world and the possibilities of transforming it; transgressive, which opposes, resists and crosses the oppressive limits of social domination; problematizing, as it questions the assumptions that guide our way of life; and militant because it proposes practical questions, through languages that enable the implementation of ideals in favor of social equality and a humanizing education. The research was carried out in the English Language courses at UNEAL, Campus I and III, during 2022, with the participation of 30 students from the courses of Applied Linguistics (Campus III, 2022.1), Oral Expression and English Language (Campus I, 2020.2). The results show that: (1) I was able to critically reflect on the education of English teachers at UNEAL, identify colonial traits and (re)signify my teaching practice in the sense of intervening decolonially; (2) the research favored a critical posture of future teachers, awareness of issues of social relevance, a feeling of empathy and autonomy, as well as a change of posture in the face of the struggle for social justice; (3) the decolonial-autoethnographic-emotional research shows that it is possible to do science in academia by valuing different knowledges, respecting cultural diversity and welcoming the emotions and affections of the academic community.

BANKING MEMBERS:
Presidente - 1631608 - SERGIO IFA
Interno(a) - 1756862 - FLAVIA COLEN MENICONI
Externo(a) à Instituição - FABRICIO TETSUYA PARREIRA ONO - UFMS
Externo(a) à Instituição - RUSANIL DOS SANTOS MOREIRA JUNIOR