Doutorado em Letras e Linguística (FL)
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Navegando Doutorado em Letras e Linguística (FL) por Por Programa "Programa de Pós-graduação em Letras e Linguística (FL)"
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Item Paisagens identitárias e praxiológicas de professoras/es de inglês de cursos de Letras do estado de Goiás(Universidade Federal de Goiás, 2023-08-01) Ferreira, Fernanda Caiado da Costa; Pessoa, Rosane Rocha; http://lattes.cnpq.br/3633216363498900; Pessoa, Rosane Rocha; Borelli, Julma Dalva Vilarinho Pereira; Oliveira , Hélvio Frank de; Miller, Inés Kayon; Blum, Avram StanleyThis doctoral dissertation, based on 18 narrative interviews conducted with English professors in Language Teacher Education courses in the state of Goiás, aimed to reflect on the identity and praxiological landscapes that resonated in the participants' accounts as they narrated their trajectories, the importance of the English language in their lives, and the various interconnections related to their pedagogical practices. The reflections brought forth in the narratives discussed here can contribute to the professional development of other teachers and professors, as the unique experiences recounted also reflect broader issues concerning the teaching of English, particularly in the Brazilian context. This relationship reflects the epistemological paradox of researching narratives (FREITAS; GHEDIN, 2015), since by examining the praxiologies of each of the participating professors, it was possible to gain a better understanding of our social and historical context. The problematizations proposed here were discussed based on two questions: 1) What discourses and ideologies shape the experiences of University English professors in Language Teacher Education courses in the state of Goiás and influence their identity constructions? 2) How do these professors mobilize these discourses in their trajectories and how they affiliate with or resist to them? Regarding the discourses and ideologies present in the professors' formation trajectories in this research, it is evident that a significant portion of them is marked by an understanding of language as a neutral and abstract system that must be acquired through rules and grammar. This understanding is based on the fact that, when recounting their experiences in regular schools, many pointed out a focus on grammar and translation at the expense of oral development, which, in turn, had to occur in language schools. In language schools, language teaching is based on textbooks that, despite undergoing modifications to include more diversity, are packaged products (JONAS, 2020) that reinforce neoliberal values and sell a sanitized and neutral reality (MAGALHÃES, 2019). However, due to the failure of regular schools to bring interaction into the classroom, these schools became the landscapes that allowed professors to interact and create meaning in another language (URZÊDA FREITAS; PESSOA, 2020). When discussing their praxiologies, the importance of continuous professional development stands out in the professors' statements, as the lack thereof results in the repetition of old models. Many of these professors are influenced by their own learning experiences, which, in the case of English, are closely tied to a hegemonic conception guided by the episteme of the native speaker. In other words, a significant portion of the professors seem to adhere to imported approaches and methods. On the other hand, many professors demonstrate openness to listening, understanding, and seeking new ways of educating that bring their praxiologies much closer to the needs of their students, which, in my understanding, appears to be the path to follow. Not coincidentally, this openness to the new seems to go hand in hand with an ongoing process of professional development. Doing things differently coincides with exposure to new praxiologies that bring to light obscure aspects of modern knowledge that persist in our frameworks. From this perspective, the main reflection that this doctoral dissertation brings forth is that being a teacher means being in constant motion, understanding that this implies being attentive to new ways of living, thinking, and acting in society so that our classrooms can be more aligned with contextual needs, in a constant process of construction and resignification.Item O livro de Margery Kempe: tradução, notas e comentários de Luã Áquila Ferreira de Freitas(Universidade Federal de Goiás, 2023-09-14) Freitas, Luã Áquila Ferreira de; Araújo, Márcia Maria de Melo; http://lattes.cnpq.br/4274917871675439; Fonseca, Pedro Carlos Louzada; http://lattes.cnpq.br/6114671436176153; Fonseca, Pedro Carlos Louzada; Araújo, Márcia Maria de Melo; Corbacho Quintela, Antônio; Silva, Alessandra Fabrícia Conde da; Almeida, Carlos Henrique Lopes deThe present doctoral dissertation is an inedited translation of the work The Book of Margery Kempe, by Margery Kempe. Initially, the research turned to the study of religious writings of women authors of the medieval period. The research sought to focus in the ways in which different medieval women authors dealt with the misogynistic discourses through the writings presented by the women authors. At a second moment, the research presented itself as a critical and comparative study between the work Revelations of Divine Love, by Julian of Norwich, and the work The Book of Margery Kempe, by Margery Kempe, focusing in the ways of repercussion of the misogynistic discourses in a scenario of the end of the Middle Ages, in view of the research contemplating the end of the fourteenth century and the beginning of the fifteenth century. Ultimately, the work configured itself as an in depth study in the work The Book of Margery Kempe, which resulted in the inedited translation of the work The Book of Margery Kemp, presented here.Item Ideologias de linguagem articuladas nos discursos sobre a reforma brasileira do ensino médio: por que sai espanhol e fica inglês?(Universidade Federal de Goiás, 2023-12-04) Reis, Jordana Avelino dos; Nascimento, André Marques do; http://lattes.cnpq.br/5790337585238988; Nascimento, André Marques do; Borges, Monica Veloso; Fernandes, Marcia Paraquett; Silva, Cleidimar Aparecida Mendonça e; Lima, Fernando Zolin VeszEntre 2014 y 2023, Brasil traspasó cuatro cambios de gobierno federal: Rousseff (2014 - 2016), Temer (2016 - 2018), Bolsonaro (2018 - 2022) y Lula (2023 - 2027). Un golpe jurídico y político destituyó a la ex-presidenta Dilma Rousseff (Considera, 2019; Nogueira, 2022) en 2016. Michel Temer, su sucesor firmó una serie de Medidas Provisorias (MP) que determinaban reformas en la Previdencia, en el Ministerio de Trabajo y en la educación. La MP nº 746 de 2016 (en adelante ley nº 13.415/2017) estableció una reforma en la secundaria, revocó la ley nº 11.161 (Brasil, 2005), de oferta obligatoria de la lengua española, y mantuvo solamente la oferta del inglés. Delante de ese escenario político, educacional y lingüístico, realicé una investigación cualitativa y documental para identificar y analizar las ideologías de lenguaje (Irvine, 1989; Kroskrity, 2004; Woolard, 2012[1998]; Cameron, 2014; Rosa & Burdick, 2017; Arnoux, 2018), concepciones de lengua y educación vinculadas al proceso de exclusión del español y permanencia del inglés en la secundaria. Mi análisis se enfocó en instrumentos lingüísticos (Arnoux; Bein, 2015) específicos de la reforma educacional, publicados entre 2014 y 2023: directrices, reportajes, referenciales curriculares, informes, libros didácticos, documentales, discursos políticos etc. Constaté que persisten las ideologías del inglês como fetiche lingüístico (Bein, 2012), como lengua franca (Rocha, 2020), la lengua como código, la ideología del monolingüismo (Pratt, 2012) y la concepción instrumental de enseñanza para una formación fragmentada y para el mercado de trabajo (Bittencourt, 2019; Nogueira, 2022). Com relación al español, la citación periférica (oferta optativa) en los documentos analizados reiteró la representación de que la lengua es desnecesaria. A parte, Guedes, ex-ministro de la economía del gobierno Bolsonaro, representó el Mercosur como ideológico, donde la relación entre Brasil y países vecinos del Mercosur sería una prisión cognitiva, y Argentina se relacionaría con países que tienen inclinaciones bolivarianas. En los Proyectos de Ley (PLs) que solicitan la permanencia del español como oferta en las escuelas públicas y privadas brasileñas, se revelan discursos que articulan la ideología “panamericanista”, a través de los ideologemas “español como lengua universal”, “lengua de encuentro” y la reafirmación de un valor económico a la lengua. Se desvelan, aún, los discursos que articulan la ideología “latinoamericanista”, a través de los ideologemas “las lenguas son libres e iguales en derecho”, “la defensa de las lenguas minoritarias es siempre progresiva”, y “la diversidad lingüística es una riqueza que debe ser defendida” (Arnoux; Del Valle, 2010) Aunque las Diretrizes Curriculares Nacionais - DCNs (Brasil, 2020) hayan presentado reflexiones sobre “translinguismo”, “Portugués como lengua de acogida” y datos sobre educación indígena, para surdxs y refugiadxs, el material moviliza la concepción de lengua como invención colonial (Makoni; Pennycook, 2007; Makoni; Meinhof, 2008), y se constata que hubo una hierarquización de la enseñanza de LEs. Las ideologías del inglés son reiteradas en perjuicio y marginalización de las lenguas indígenas, de la Língua Brasileira de Sinais (LIBRAS), de inmigrantes y de fronteras (español y francés). Las ideologías articuladas a los discursos de los documentos servieron a un grupo específico que idealizó, gestionó, monitoró y financió la nueva secundaria: las empresas e instituciones privadas.