Banca de QUALIFICAÇÃO: MARCELLE FEIGOL GUIL

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : MARCELLE FEIGOL GUIL
DATA : 29/09/2017
HORA: 09:00
LOCAL: Auditório E do CCHLA
TÍTULO:

 

Short stories from Anglophone Africa: a proposal for a critical English Language Teaching in Brazil

PALAVRAS-CHAVES:

Critical pedagogy. English as a foreign language. African short stories. Transculturality. Female protagonism.

PÁGINAS: 60
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
SUBÁREA: Lingüística Aplicada
RESUMO:

The predominance of the British and North American culture in the teaching and learning of English as a Foreign Language (EFL) seems to generally diminish or disregard the importance of other countries where English is also an official language. Contact with a multiplicity of cultures as well as exposure to the English spoken in African countries may benefit this process, as they allow for broader knowledge of other realities through reading, facilitating a more politicised approach to the discussion of themes that may contribute towards critical thought regarding the different discourses present in society. The recognition of differences, inequalities and prejudice rooted in various cultures and societies (SANTOS, 2003; MUNANGA, 2015; MBEMBE, 2017) enables us to rethink our own attitudes and to develop a transformative action in our social context. Based on the need for an EFL approach whose concerns go beyond learning for communication purposes, seeking to promote change and break down the traditional classroom barriers, this study aims to propose didactic strategies for a more critical approach towards English teaching through the use of African short stories written by female authors (MAGONA, 1991; GORDIMER, 2001; ADICHIE, 2010) as a complementary pedagogical resource. Focusing on the cultural aspects of the stories and on themes related to the stereotypes of the African continent built by the western world, transculturality and the protagonism of African women, this research hopes to contribute to teacher training and the implementation of the law 10.639/03, which obliges public and private schools in Brazil to include the history of Africa as well as African and Afro-brazilian cultures in the curriculum. Through a bibliographical research methodology, we have developed suggestions for activities using the selected short stories by the authors previously mentioned, adopting the views of deconstructionism (FAIRCLOUGH, 1989) and intercultural communication (KRAMSCH, 1993, 1997, 2001). The activities are based on the Basic Sequence proposed by Cosson (2006) for the teaching of literature associated with the Dialectic Theory of Knowledge (VASCONCELLOS, 1992). The didactic proposal is theoretically grounded in Critical Applied Linguistics (PENNYCOOK, 2001; RAJAGOPALAN, 2003), Critical Pedagogy (GIROUX, 2011) and the Critical Theory of the Frankfurt School (ADORNO, 1962), since they all view education as a tool for emancipation and social practices.    

MEMBROS DA BANCA:
Presidente - 2194174 - ANA GRACA CANAN
Interno - 1720830 - MARCELO DA SILVA AMORIM
Externo à Instituição - EVA CAROLINA DA CUNHA - UFPE