Banca de DEFESA: Lucinete Maria da Silva

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : Lucinete Maria da Silva
DATE: 06/09/2023
TIME: 14:00
LOCAL: Online
TITLE:

“É de laço e de nó”. The itinerary of identity formation of teachers of Rural Education: a study in the scope of Multiliteracies

KEY WORDS:

 identities; multiliteracies; education of the countryside; investment in teacher praxis; teacher narratives 

PAGES: 313
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

The present thesis aims to investigate the construction of identity profiles and the investment in their praxis of three Portuguese language teachers working in rural public schools in the Altos-PI municipality, within the perspective of Multiliteracies. To achieve this, the theoretical framework underpinning this investigation is based on the constructs of: (a) identities (Giddens 2000; Hall, 2006; Mastrella-de-Andrade, 2013; Norton, 2000, 2011; Silva 2014; Woodward, 2000), (b) Multiliteracies (Cope; Kalantzis, 2009; Garcia; Luke; Seglem, 2018; Rojo, 2012; Rocha, 2010), and (c) Education of the Countryside: (Arroyo; Molina, 2004; Damasceno, 2004; Molina, 2006; Souza, 2006, 2008). The study is characterized as qualitative research (Moita Lopes, 2014), and the data generation instruments consist of: narrative interviews, autobiography, focus group, questionnaires, and field diary. Alongside the theoretical framework, data analysis procedures will be carried out based on the fundamentals of narrative studies (Clandinin; Conelly, 2000; Minayo, 2011), focusing on the process of identity construction, in order to analyze discursive and social issues that involve identities and their implications in the teachers' praxis (Pennycook, 2004), within the scope of Education of the Countryside. The data shows that the process of identity construction of teachers working in rural areas involves many social issues that constitute part of the inequalities present in Brazil. It became clear that teachers' narratives are important instruments for their professional development, as they enable them to reconsider their praxis and (re)position themselves. Furthermore, it was revealed that the experiences of being a resident of rural areas and having attended the early years of schooling in rural schools were significant for shaping the teachers' praxis. Their investment in their professional careers is guided by the attempt to meet the needs presented in the rural school context. As a social contribution of this research, I propose, within the context of Multiliteracies, a current that recognizes the cultural and semiotic diversity present in contemporary society, seeking to value popular and even marginalized social practices in the school environment. I lay the groundwork for the concept of "rural literacy," an important reflection that can strengthen the connection between Linguistics, Education of the Countryside, and the training of native language teachers, in favor of an education that addresses contextual peculiarities and further promotes the valorization of Education of the Countryside, the identity of rural communities, and education based on the local and global perspectives.

COMMITTEE MEMBERS:
Externa à Instituição - MARLI CLEMENTINO GONÇALVES - UFPI
Interna - 1090815 - ANA ADELINA LOPO RAMOS
Externo à Instituição - JUSCELINO FRANCISCO DO NASCIMENTO - UFPI
Presidente - 2330810 - MARIA LUISA ORTIZ ALVAREZ
Interna - 1035053 - MARINEY PEREIRA CONCEICAO
Interno - 1209022 - RODRIGO ALBUQUERQUE PEREIRA