Banca de DEFESA: DAYVESON NOBERTO DA COSTA PEREIRA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : DAYVESON NOBERTO DA COSTA PEREIRA
DATE: 27/02/2024
TIME: 08:30
LOCAL: Plataforma Google Meet
TITLE:

ACADEMIC LITERACY AND (DE)COLONIALITY OF KNOWLEDGE: A STUDY ON READING AND WRITING BY INDIGENOUS STUDENTS IN HIGHER EDUCATION

KEY WORDS:

Higher Education. Academic literacy. Decoloniality. Indigenous students.

PAGES: 242
BIG AREA: Linguística, Letras e Artes
AREA: Linguística
SUBÁREA: Linguística Aplicada
SUMMARY:

With the consolidation of affirmative action policies in Universities and Federal Institutes, such as the quota system, made possible by Law nº 12,711/2012, a new student profile – indigenous, black, People with Disabilities (PwD) – has entered the Brazilian’s Higher Education Institutes in the last ten years. As a result, it is necessary to investigate how these students have dealt with the demands of the academic universe, starting with literacy practices specific to this communicative context, previously unknown to them. The following study, which falls within the field of Applied Linguistics, examines the contributions of a course, structured in workshops, with a view to developing the academic literacy of self-declared indigenous undergraduates, linked to different disciplinary communities. The research is justified as it provides input to critically rethink public literacy and retention policies for self-declared indigenous students in the academic field. Furthermore, our work is also justified by the need to discuss, within a decolonial axis, the importance of knowledge that lives outside the university walls. For a better perception of this universe by students, the course focused on the critical-analytical reading of the monograph genre, widely requested as a Course Completion Work (CCW) in undergraduate and lato sensu postgraduate courses. As specific objectives, we seek to (1) characterize the literacy workshops, identifying how the construction of awareness of textual genres took place in them; (2) ethnographically investigate the monograph genre from a teaching perspective and in light of its purposes, its readers and its writers; (3) understand the occurrence of epistemic disobedience in the formative course and its effects on the research participants academic itinerary. To generate data, we followed the procedures of action research (Thiollent, 2011) and critical ethnography (Madison, 2005), with literacy workshops recorded through photographs and audio recordings. Our corpus also comprises data generated from questionnaires, applied with the purpose of investigating the participants' formative itinerary, and portfolios, used as a didactic device to record monograph readings and promote continued self-assessment of students' performance during the course. Our discussion is supported, theoretically, by the academic literacy studies (Strett, 1999; Carlino, 2005; Zavala, 2011; Lillis, 2019), by the ethnographic perspective of textual genres (Devitt; Reiff; Bawarshi, 2004; Oliveira, 2020) and by decolonial studies (Lander, 2000; Castro-Gómez; Grosfoguel, 2007). The results obtained allow us to affirm that working with literacy workshops contributes to the development of reading and writing skills of minority ethnic groups in undergraduate studies. With this, we highlight the need for emancipatory literacy projects and policies that not only guarantee these students' access to higher education, but also provide for their permanence, raising, from an intercultural perspective and in opposition to epistemic violence (Mignolo, 2008), the respectful encounter of academic knowledge with ancestral knowledge.

 

 

COMMITTEE MEMBERS:
Presidente - 332207 - MARIA DO SOCORRO OLIVEIRA
Interna - ***.525.604-** - IVONEIDE BEZERRA DE ARAÚJO SANTOS MARQUES - IFRN
Externa ao Programa - 1011609 - ALANA DRIZIÊ GONZATTI DOS SANTOS - UFRNExterno à Instituição - CLAUDIA LEMOS VÓVIO - UNIFESP
Externo à Instituição - MOACI ALVES CARNEIRO - INEP
Externa à Instituição - LUANDA REJANE SOARES SITO - UdeA
Externa à Instituição - MARIA SILVIA CINTRA MARTINS - UFSCAR