Banca de DEFESA: DAVIDSON DOS SANTOS

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : DAVIDSON DOS SANTOS
DATE: 10/02/2022
TIME: 14:00
LOCAL: Virtual - Google Meet
TITLE:

Narrative Vignettes in portuguese teacher formation: axiological postions and didatic propose

KEY WORDS:

Dialogical Relations. Social Voices. Chronotope. Narrative Vignettes.  didactic Proposal. Supervised Teacher Training Internship for Elementary School

PAGES: 185
BIG AREA: Linguística, Letras e Artes
AREA: Linguística
SUBÁREA: Linguística Aplicada
SUMMARY:

The present work aims to understand the conceptions about the work of the professional of
Portuguese that anchor the responsive acts of trainee students when confronted with the
school sphere as future Portuguese language teachers and to propose a pedagogical work
for teacher educators from narrative vignettes . Situated in the field of Critical Applied
Linguistics (MOITA LOPES, 2006; SIGNORINI, 2006; PENNYCOOK, 2006;
RAJAGOPALAN, 2006), we are anchored in the postulations of the Bakhtin Circle about
the Responsible Act, the Utterance, Dialogical Relations, Social Voices and the Chronotope
(BAKHTIN, 2003[1924], 2010[1919], 2015; VOLOSHINOV, 2017). In order to broaden
the understanding of the object of study, we assume the perspective of training that stands
as a liberating critique (FREIRE, 1974[2018]; 1992; 1996; HOOKS; 2013) within a
Decolonial perspective (MIGNOLO, SANTOS, QUIJANO, WALSH, 2013). In order to
fulfill the objectives of this work and respond to such demands, we work with an
interpretative qualitative perspective of doing research (FLICK, 2009), specifically
assuming the documental research procedure (GUBA & LINCOLN, 1981), based on the
use of narratives as a record of experience (CLANDININ AND CONNELY, 2000). Our
corpus is composed of 18 narrative vignettes (MODL & BIAVATI, 2016), produced by 9
students in the Supervised Teacher Training Internship for Elementary School, in the first
semester of 2019, of which 9 refer to the period of observation of the internship and 9 at the
time of conducting performed by the interns. To fulfill the first objective, we used the
vignettes related to the observation period. For the second, we worked with the 18
narratives. Thus, understanding the internship as a socio-professional in-between
(REICHMANN, 2012, 2014, 2015), from the reading and analysis of the eight observation
vignettes of the internship, five chronotopes emerged, namely: i) chronotope of
entry/arrival at school, ii) chronotope of the courtyard, iii) chronotope of the teachers'
room, iv) chronotope of the corridor, v) chronotope of the class. In them, different voices
are mobilized to build a negative position about the different practices experienced and
observed at school and also about the school environment. There are also different dialogic
relationships in these spaces-time, the majority being of control, hierarchy and automatism,
especially in the chronotope of the classroom. In view of these results, we deem it
necessary to build a didactic proposal that would provide critical reflections on the work of
the Portuguese language teacher. For this, we increased the number of narrative vignettes to
18, in order to contemplate a greater diversity of themes and questions, which emerged
from the narratives themselves, referring to the teaching work. Thus, based on the need to
think about practices in training that take the concrete reality of the school and have the
teacher's work as their core, this pedagogical material presents 18 didactic proposals, each
one organized into 4 moments: i) exploration of knowledge on the topic, ii) reading and
understanding comp the narrative vignette, iii) reflecting on the relationship between
topics/content of training and professional practice, iv) encouraging the textual production
of a discursive genre related to professional practice. In view of this, two are the main gains
of this thesis: a) to place as central the process of listening to the voice of students in
training with regard to professional practice and, from this listening, b) to provide teachers
who train Portuguese teachers with material inspiring for the construction of practices more
anchored in the concrete reality of the profession.

BANKING MEMBERS:
Presidente - 047.613.914-72 - MARIA BERNADETE FERNANDES DE OLIVEIRA - UFRN
Interna - 322.525.604-87 - IVONEIDE BEZERRA DE ARAÚJO SANTOS MARQUES - IFRN
Interna - 1168633 - MARILIA VARELLA BEZERRA DE FARIA
Externa à Instituição - LIVIA SUASSUNA - UFPE
Externa à Instituição - THAIS FERNANDES SAMPAIO - UFJF