Banca de QUALIFICAÇÃO: PATRICIA MICARLA GUEDES DA SILVA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : PATRICIA MICARLA GUEDES DA SILVA
DATE: 25/09/2023
TIME: 14:30
LOCAL: Remoto
TITLE:

PROFESSIONAL LITERACIES: DIGITAL LITERACY PRACTICES OF TEACHERS INVOLVED

IN INCLUSIVE EDUCATION

 

KEY WORDS:

Professional Literacy; Digital Literacy; Teachers; Specialized Educational Services; Inclusive Education.

 

PAGES: 80
BIG AREA: Linguística, Letras e Artes
AREA: Linguística
SUBÁREA: Linguística Aplicada
SUMMARY:

This research aims to investigate the daily professional and digital literacies of teachers actively involved in Specialized Educational Service (SES) for students with special education needs. Methodologically, this study is grounded in Applied Linguistics (Kleiman, 2002) and it adopts a field research approach (Gil, 2002), aligning with the principles of qualitative interpretive data-driven investigations (Bogdan; Biklen, 1994; Moita Lopes, 1994), while also incorporating ethnographic elements. The research locus is the Centro Estadual de Educação Especial, located in Natal/RN. The study’s participants are teachers of Portuguese and Literature, Pedagogy, Arts, and Physical Education. Data collection methods included semi-structured interviews (Moreira; Caleffe, 2006), questionnaires (Moreira; Caleffe, 2006), group discussions (Moura; Lima, 2014), observations, and field notes (Bogdan; Biklen, 1994). It is important to highlight that data collection in these events occurred in a blended format, via Google Meet and WhatsApp to ensure participant safety and prevent potential Covid-19 transmission. The research corpus includes responses gathered from semi-structured interviews, questionnaires, group discussions, observations, and field notes. Theoretical underpinnings of this research drawn from Literacy Studies, viewed as a social practice (Kleiman, 1995; 2005; Rojo, 2009) from a critical perspective (Freire, 1996; 1997; Kleiman; Santos-Marques, 2020), with a focus on occupational/professional literacy (Paz, 2008; Costa, 2019), particularly the professional literacy of teachers. Furthermore, this research employs the genre approach as it relates to a teacher's work artifact (Devitt, 2004; Bezerra, 2022; Marcuschi, 2008), digital literacy within the realm of teaching work (Coscarelli, 2019; Buzato, 2006; Ribeiro, 2014; Rojo, 2020), and teacher engagement in inclusive education (Salamanca Declaration, 1994; National Policy on Special Education, 2008; Modica et al, 2020). The analytical categories established in this research align with Hamilton's (2000) framework, including participants, environments/domains, artifacts, and activities. The findings of this study point out how the teachers' professional and digital literacies are put into practice within the context of specialized educational services, including the specific practices undertaken in this realm, as well as the challenges encountered, and the strategies the professionals employ to address such challenges.

COMMITTEE MEMBERS:
Presidente - 1674285 - ANA MARIA DE OLIVEIRA PAZ
Interna - 1011609 - ALANA DRIZIÊ GONZATTI DOS SANTOS
Externa à Instituição - NADIA MARIA SILVEIRA COSTA DE MELO - UERN