Banca de QUALIFICAÇÃO: Lucimar França dos Santos Souza

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : Lucimar França dos Santos Souza
DATE: 10/10/2022
TIME: 14:30
LOCAL: Plataforma Teams
TITLE:

Literacy, Discourse, and Identity in the Implementation of Inclusive Education Public Policies in East-Timor

KEY WORDS:

Literacy, Discourse, Identity, Inclusive Education, East-Timor.

PAGES: 116
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

The inclusion of persons with disability (United Nations/ UN, 2006) has raised intense debates such as conventions and statements at national and global levels. This has highlighted the importance of structuring certain realities for the creation and implementation of public policies aiming to include all in the several sectors of society (Mantoan, 2006). In this perspective, East-Timor holds a consistent law (Republic Constitution, 2002; National Education Strategic Plan, 2011-2030; Basic Education Curriculum, 2014) regarding Inclusive Education and has impacted the expectations of teachers, students, and families. For this reason, this research discusses the concepts of literacy, discourse, and identity in the public policies of the Democratic Republic of EastTimor and proposes an ethnographic investigation (Geertz, 1989; Heath and Street, 2008). Thus, we will relate Inclusive Education to the official documents issued in EastTimor, to the discursive representation of social practices (van Leeuwen, 2008), and to the construction of the identity of teachers, students with disabilities and their families. As regards literacy, we will adopt the Theory of Literacy as a Social Practice (Barton and Hamilton, 1998, 2000), which focuses on social practices that associate reading and writing with beliefs and values of different social groups. The discussion will be developed with the inclusion of Silva (2000), Hall (2006), and Gee (2000) when addressing identities in education contexts. In the discourses and literacy practices, we will specifically seek to investigate actions promoting Inclusive Education in the context of current policies, focusing on limits and possibilities in relation to their implementation (Fontenele, 2014; Magalhães, 2019). The research corpus will include official documents, notes from participant observation and semi-structured interviews carried out with teachers who work in inclusive classes of East-Timor, students with disabilities, and their family members. The research will be situated in Applied Linguistics (Pennycook and Makoni, 2020), and we will adopt the New Literacy Studies (Street, 1993, 1995; Barton, 1994; Barton and Hamilton, 1998, 2000; Baynham and Prinsloo, 2009; Hamilton, 2012) and Critical Discourse Analysis (Chouliaraki, Fairclough, 1999; Fairclough and Fairclough, 2012; Magalhães, Martins, Resende, 2017; Resende, 2019). The methodology will include Textually Oriented Discourse Analysis (TODA) as one of the CDA resources that is explored in the analysis of interview transcripts, relating linguistic aspects of real texts and symbolic power mechanisms.

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