Banca de QUALIFICAÇÃO: Ofélia Maria Imaculada

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : Ofélia Maria Imaculada
DATE: 19/05/2023
TIME: 14:30
LOCAL: Plataforma Teams
TITLE:

Discourse and gender relations in the “Life Project” pedagogical axis of the New Secondary Education: a collaborative-dialogical study

KEY WORDS:

Discourse, multiliteracies, social gender, intersectionality

PAGES: 127
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

Considering the reform of the high school instituted by Law 13415/2017 and by the National Common Curricular Base/2018, the objective of this thesis is to investigate interactions and their discursive genres; representations and identifications of social gender and intersectionalities in school and learning-teaching practices developed in the process of implementing the Life Project pedagogical axis in New secondary education. For this, we developed ethnographic-collaborative research (Denzin; Lincoln, 2006; Magalhães; Martins; Rezende, 2017) at the the College of Application of the Federal University of Viçosa focusing on discursive didactic-pedagogical practices of critical multiliteracies (Rojo, 2012; 2014). We understand that discursive practices can contribute to the problematization of issues related to power and social justice and, therefore, the debate on gender, race, class, and intersectionality in the school context in critical multiliteracy practices that have the potential to problematize social relations and power asymmetries both regarding the social issue and with regard to the Secondary Education reform process. From this perspective, this study is based on the theoreticalmethodological approach of Critical Discourse Studies (Fairclough, 2003; Chouliaraki and Fairclough, 1999; Gomes, 2020; Vieira, 2019, 2022; Resende; 2019) articulated to the multiliteracies approach (Rojo, 2009, 2012, 2014; Kalantzis, Cope and Pinheiro, 2020), the assumptions of social semiotics (Kress and Leeuwen, 2006; Kress and Leeuwen, 2002; Leeuwen, 2022) and the feminist praxis of social and discourse studies (Lugones, 2014, 2018; Lazar, 2020). The ethnographic-collaborative research will include fieldwork and study of the network of texts that constitute the dynamics of the educational politics and school discursive order, so the corpus will be composed of documentary data, such as the initial official documents law 13415/17 and BNCC/2018, and ethnographic data such as collaborative participation notes (Desgagné, 2007; Freire, 2018), semi-structured interviews with teachers, texts that circulate in researched practices, authorial texts produced by students in collaboratively constructed multiliteracies practices, and other relevant materials as needed. The discursive analysis will therefore consist of social analysis and textual analysis based on explanatory critique and assumptions of social semiotic for the study of the use of images, sounds and other semiotic artifacts and performance forms to investigate the constitutive effects of these texts on the forms of interaction, representation, and political-identity identification in school practices (Vieira, 2019; 2022), relating semiotic aspects to symbolic mechanisms of power.

BANKING MEMBERS:
Externa à Instituição - MARIA APARECIDA RESENDE OTTONI - UFU
Interna - 1171102 - MARIA LUIZA MONTEIRO SALES COROA
Interna - 2572613 - ORMEZINDA MARIA RIBEIRO
Presidente - 2504998 - VIVIANE CRISTINA VIEIRA