Banca de DEFESA: Vânia dos Reis Sousa

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : Vânia dos Reis Sousa
DATE: 01/09/2022
TIME: 14:30
LOCAL: Plataforma Teams
TITLE:

Courses and paths for teachers in continuing education: authorship, identity and protagomism in tranformation

KEY WORDS:

Critical Discourse Analysis, Critical Education, Community of Change, Creative Writing and Programa Mulheres Inspiradoras (PMI).

PAGES: 149
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

The present work aims to present research implications linked to the Postgraduate Program in Linguistics (PPGL/UnB) and to the Research Group – Critical Education Studies and Creative Authorship (GECRIA). The work focuses on changing the identity of students and teachers from public schools in the Federal District linked to the State Department of Education of the Federal District (SEEDF). The collaborating teachers participated in the continuing education course “Programa Mulheres Inspiradoras” (PMI) and in the GECRIA authorial creative writing communities. The students who collaborated in the research also participate in creative writing communities linked to GECRIA. As a methodological approach I choose to have the following bases: qualitative research; critical and discursive ethnography and (auto)ethnography – based on interviews and written productions of the collaborators. The main objective of this work is to investigate socio-discursive practices in the context of the continuing education of public school teachers and to analyze the resonances in the identification, representational and action processes experienced in schools, focusing on protagonism, authorship and transformation - both of teachers and students. In this way, I observe the possible transformations and protagonism assumed in a context of change in the ways of acting, representing and being. Due to the transdisciplinary character of ADC (as we see in Fairclough - 2001 and 2003-, Vieira and Resende - 2016 - and Magalhães, Martins and Resende - 2017), I seek other theories to dialogue with the research undertaken, namely: Critical Education - Giroux (1997); Freire (2019 and 2021); hooks (2020 and 2022); Dias, Coroa and Lima (2018); the concept of Learning Community – hooks (2021); Autoethnography and Critical Ethnography – Diversi and Moreira (2017 and 2019); Etherington (2004); Denzin and Lincoln (2006) and Van Maanen (2011) and the Transitivity System - Halliday and Matthiessen (2014) and Fuzer and Cabral (2014). My interest in this field of research was due to the participation in the PMI course in 2017 and 2018. The way in which this training reverberated in my ways of thinking and acting especially within the classroom with educational practices.

BANKING MEMBERS:
Externo à Instituição - Atauan Soares de Queiroz - IFBA
Interna - 1719965 - JULIANA DE FREITAS DIAS
Interna - 1171102 - MARIA LUIZA MONTEIRO SALES COROA
Interna - 1766155 - ROSINEIDE MAGALHAES DE SOUSA