Movimentos decoloniais no estágio de língua inglesa: sentidos outros coconstruídos nas vivências em uma escola pública
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/11798 |
Resumo: | This research is an escrevivência (EVARISTO, 2020), that is, a writing-living experience, and derives from my concern over the status quo of practicum in teacher education programs, especially with regard to the distancing between university and basic education. The focus of this study is on an English language practicum experience in a B.A. in Portuguese and English teaching, at a public university in the countryside of Goiás, which occurred in 2017, and on events that took place in a public school. My main objective is to discuss decolonial movements that we sought to build by questioning the meanings of this experience constructed by its research agents as well as the tensions and conflicts inherent in this process. Decolonial movements, in this escrevivência far from being seen as revolutionary and redemptive, are localized and contingent attitudes, which attempt to unveil, problematize, and confront colonialities (QUIJANO, 2005). The epistemological basis of this work on critical teacher education and language education in the English language practicum were built from praxiologies enacted by its agents – seven female and three male student teachers, an English schoolteacher, and I, as university practicum professor. Hence, the empirical material, generated from different sources – dialogue circles, initial and final reflections on the practicum experience, notes on school life events, final reflections on the project, experience reports, and narratives – is not understood as data to be analyzed, but knowledge. From a proposal for an ecology of knowledges (SOUSA SANTOS, 2010, 2019), I seek to intertwine the agents’ knowledge of this escrevivência with others’ knowledge that, in some way, is related to this proposal, which lies within the broad scope of critical applied linguistics (BORELLI, 2018; JORDÃO, 2013; MASTRELLA-DE-ANDRADE, 2018; MATEUS, 2013; MOITA LOPES, 2006; MONTE MÓR, 2013a; PENNYCOOK, 2001, 2006; PESSOA, 2014; SILVESTRE, 2017). In addition, as I paid heed to the need to expand this field of research by disrupting disciplinary boundaries, I was inspired by studies from other fields of knowledge that resonate with southernized and decolonial epistemologies (ARÍAS, 2011; CASTRO-GÓMEZ, 2007; EVARISTO, 2020; FREIRE, 2005, 2013; KILOMBA, 2019; KRENAK, 2019a; MENEZES DE SOUZA, 2019a, 2020; MUNDURUKU, 2017a; QUIJANO, 2005; REZENDE, 2018; SOUSA SANTOS, 2019; WALSH; MIGNOLO, 2018). I use southernized and decolonial epistemologies as umbrella terms to encompass epistemological alternatives that confront the hegemonic and rational view of modern/colonial or Global North thinking. Regarding organization, this dissertation has two parts. In part I, I discuss decolonial movements in the research construction: 1) problematization of research methodology norms and 2) escreviver as research. In part II, I discuss the decolonial movements in the experiences of the English language practicum: 3) unveiling of epistemic silences; 4) physical and ontoepistemological movements; and 5) corazonar. This writing-living account of an English language practicum suggests that the decolonial movements we sought to build have imprinted other(ed) meanings on practicum and teacher education. These new meanings stress the need to build more circular relationships with agents of public basic education schools – point of departure and arrival of our teacher education programs. |
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Pessoa, Rosane Rochahttp://lattes.cnpq.br/3633216363498900Pessoa, Rosane RochaJordão, Clarissa MenezesJácome, Alexandre José Pinto Cadilhe de AssisAndrade, Mariana Rosa Mastrella deRezende, Tânia Ferreirahttp://lattes.cnpq.br/1341445501293413Silva, Valéria Rosa da2021-12-28T11:24:53Z2021-12-28T11:24:53Z2021-08-19ROSA-DA-SILVA, Valéria. Movimentos decoloniais no estágio de língua inglesa: sentidos outros coconstruídos nas vivências em uma escola pública. 2021. 258 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2021.http://repositorio.bc.ufg.br/tede/handle/tede/11798ark:/38995/001300000dq79This research is an escrevivência (EVARISTO, 2020), that is, a writing-living experience, and derives from my concern over the status quo of practicum in teacher education programs, especially with regard to the distancing between university and basic education. The focus of this study is on an English language practicum experience in a B.A. in Portuguese and English teaching, at a public university in the countryside of Goiás, which occurred in 2017, and on events that took place in a public school. My main objective is to discuss decolonial movements that we sought to build by questioning the meanings of this experience constructed by its research agents as well as the tensions and conflicts inherent in this process. Decolonial movements, in this escrevivência far from being seen as revolutionary and redemptive, are localized and contingent attitudes, which attempt to unveil, problematize, and confront colonialities (QUIJANO, 2005). The epistemological basis of this work on critical teacher education and language education in the English language practicum were built from praxiologies enacted by its agents – seven female and three male student teachers, an English schoolteacher, and I, as university practicum professor. Hence, the empirical material, generated from different sources – dialogue circles, initial and final reflections on the practicum experience, notes on school life events, final reflections on the project, experience reports, and narratives – is not understood as data to be analyzed, but knowledge. From a proposal for an ecology of knowledges (SOUSA SANTOS, 2010, 2019), I seek to intertwine the agents’ knowledge of this escrevivência with others’ knowledge that, in some way, is related to this proposal, which lies within the broad scope of critical applied linguistics (BORELLI, 2018; JORDÃO, 2013; MASTRELLA-DE-ANDRADE, 2018; MATEUS, 2013; MOITA LOPES, 2006; MONTE MÓR, 2013a; PENNYCOOK, 2001, 2006; PESSOA, 2014; SILVESTRE, 2017). In addition, as I paid heed to the need to expand this field of research by disrupting disciplinary boundaries, I was inspired by studies from other fields of knowledge that resonate with southernized and decolonial epistemologies (ARÍAS, 2011; CASTRO-GÓMEZ, 2007; EVARISTO, 2020; FREIRE, 2005, 2013; KILOMBA, 2019; KRENAK, 2019a; MENEZES DE SOUZA, 2019a, 2020; MUNDURUKU, 2017a; QUIJANO, 2005; REZENDE, 2018; SOUSA SANTOS, 2019; WALSH; MIGNOLO, 2018). I use southernized and decolonial epistemologies as umbrella terms to encompass epistemological alternatives that confront the hegemonic and rational view of modern/colonial or Global North thinking. Regarding organization, this dissertation has two parts. In part I, I discuss decolonial movements in the research construction: 1) problematization of research methodology norms and 2) escreviver as research. In part II, I discuss the decolonial movements in the experiences of the English language practicum: 3) unveiling of epistemic silences; 4) physical and ontoepistemological movements; and 5) corazonar. This writing-living account of an English language practicum suggests that the decolonial movements we sought to build have imprinted other(ed) meanings on practicum and teacher education. These new meanings stress the need to build more circular relationships with agents of public basic education schools – point of departure and arrival of our teacher education programs.Esta pesquisa é uma escrevivência (EVARISTO, 2020) e parte de minhas inquietações em relação ao status quo do estágio em nossos cursos de formação docente, sobretudo no que se refere ao distanciamento da universidade em relação à escola de educação básica. Assim, tendo como contexto uma experiência do estágio de língua inglesa de um curso de Letras: Português e Inglês, de uma universidade pública do interior do estado de Goiás, que ocorreu no ano de 2017, em parceria com uma escola pública de educação básica, meu objetivo principal é discutir sobre os movimentos decoloniais que buscamos realizar, problematizando os sentidos construídos pelos/as agentes da pesquisa acerca dessa experiência, bem como as tensões e os conflitos inerentes a esse processo. Movimentos decoloniais, nesta escrevivência, longe de serem tomados como revolucionários e redentores, são atitudes localizadas e contingenciais, que buscam desvelar, problematizar e confrontar colonialidades (QUIJANO, 2005). As bases epistemológicas deste trabalho de formação docente e educação linguística críticas no âmbito do estágio de língua inglesa foram construídas a partir das praxiologias protagonizadas por seus/suas agentes – sete professoras-licenciandas, três professores-licenciandos, um professor de inglês da escola e eu, como professora de estágio da universidade. Logo, o material empírico, construído por meio de fontes diversas – rodas de conversa, reflexões iniciais e finais sobre o estágio, notas vivenciais, reflexões finais sobre o projeto, relatos de experiência e narrativas – não é compreendido como dados a serem analisados, mas conhecimento. Numa proposta de ecologia de saberes (SOUSA SANTOS, 2010, 2019), busco entrecruzar os conhecimentos dos/as agentes desta escrevivência com outros que, de alguma maneira, dialogam com esta proposta que se insere no amplo escopo da Linguística Aplicada Crítica (BORELLI, 2018; JORDÃO, 2013; MASTRELLA-DE-ANDRADE, 2018; MATEUS, 2013; MOITA LOPES, 2006; MONTE MÓR, 2013a; PENNYCOOK, 2001, 2006; PESSOA, 2014; SILVESTRE, 2017). Além disso, atenta à necessidade da ampliação desse campo de pesquisa por meio do rompimento de fronteiras disciplinares, busco inspiração em estudos de outras áreas do conhecimento, que dialogam com epistemologias suleadas ou decoloniais (ARÍAS, 2011; CASTRO-GÓMEZ, 2007; EVARISTO, 2020; FREIRE, 2005, 2013; KILOMBA, 2019; KRENAK, 2019a; MENEZES DE SOUZA, 2019a, 2020; MUNDURUKU, 2017a; QUIJANO, 2005; REZENDE, 2018; SOUSA SANTOS, 2019; WALSH; MIGNOLO, 2018). Utilizo epistemologias suleadas ou decoloniais como termos guarda-chuva para abarcar alternativas epistemológicas que confrontam a visão hegemônica e racional do pensamento moderno/colonial ou do Norte Global. Com relação à organização, esta tese apresenta duas partes. Na parte I, discuto sobre os movimentos decoloniais na construção da pesquisa: 1) problematizar as normas de metodologia de pesquisa e 2) escreviver como pesquisa. Na parte II, discuto sobre os movimentos decoloniais nas vivências do estágio de língua inglesa: 3) desvelar silêncios epistêmicos; 4) deslocar-se física e ontoepistemologicamente; e 5) corazonar. Esta escrevivência do/sobre o estágio de língua inglesa sugere que os movimentos decoloniais que buscamos realizar imprimiram sentidos outros para o estágio e para a formação docente. Esses novos sentidos começam por reconhecer a necessidade de construirmos relações mais circulares com os/as agentes da escola pública de educação básica, ponto de chegada e de partida de nossos cursos de formação docente.Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2021-12-13T18:03:20Z No. of bitstreams: 2 Tese - Valéria Rosa da Silva - 2021.pdf: 5130489 bytes, checksum: 6e88bb488109c301ecdf7495a7008936 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2021-12-28T11:24:53Z (GMT) No. of bitstreams: 2 Tese - Valéria Rosa da Silva - 2021.pdf: 5130489 bytes, checksum: 6e88bb488109c301ecdf7495a7008936 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5)Made available in DSpace on 2021-12-28T11:24:53Z (GMT). No. of bitstreams: 2 Tese - Valéria Rosa da Silva - 2021.pdf: 5130489 bytes, checksum: 6e88bb488109c301ecdf7495a7008936 (MD5) license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Previous issue date: 2021-08-19Fundação de Amparo à Pesquisa do Estado de GoiásporUniversidade Federal de GoiásPrograma de Pós-graduação em Letras e Linguística (FL)UFGBrasilFaculdade de Letras - FL (RG)Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessEstágioRelação escola-universidadeFormação de professores/as de línguasLinguística aplicada críticaDecolonialidadesPracticumSchool-university relationshipLanguage teacher educationCritical applied linguisticsDecolonialitiesLINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADAMovimentos decoloniais no estágio de língua inglesa: sentidos outros coconstruídos nas vivências em uma escola públicaDecolonial movements in the english language practicum: other meanings co-constructed in public school experiencesinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis67500500500500187723reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.bc.ufg.br/tede/bitstreams/709f987f-24dd-4c13-b4f5-b458c83393ad/download4460e5956bc1d1639be9ae6146a50347MD52ORIGINALTese - Valéria Rosa da Silva - 2021.pdfTese - Valéria Rosa da Silva - 2021.pdfapplication/pdf5130489http://repositorio.bc.ufg.br/tede/bitstreams/aacf1daf-014f-4fb0-b8fc-7ae35ae87ae2/download6e88bb488109c301ecdf7495a7008936MD53LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.bc.ufg.br/tede/bitstreams/56acbfa7-8745-4fda-a6e5-3983aa150cd2/download8a4605be74aa9ea9d79846c1fba20a33MD51tede/117982021-12-28 08:24:53.867http://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 Internationalopen.accessoai:repositorio.bc.ufg.br:tede/11798http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2021-12-28T11:24:53Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)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 |
dc.title.pt_BR.fl_str_mv |
Movimentos decoloniais no estágio de língua inglesa: sentidos outros coconstruídos nas vivências em uma escola pública |
dc.title.alternative.eng.fl_str_mv |
Decolonial movements in the english language practicum: other meanings co-constructed in public school experiences |
title |
Movimentos decoloniais no estágio de língua inglesa: sentidos outros coconstruídos nas vivências em uma escola pública |
spellingShingle |
Movimentos decoloniais no estágio de língua inglesa: sentidos outros coconstruídos nas vivências em uma escola pública Silva, Valéria Rosa da Estágio Relação escola-universidade Formação de professores/as de línguas Linguística aplicada crítica Decolonialidades Practicum School-university relationship Language teacher education Critical applied linguistics Decolonialities LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
title_short |
Movimentos decoloniais no estágio de língua inglesa: sentidos outros coconstruídos nas vivências em uma escola pública |
title_full |
Movimentos decoloniais no estágio de língua inglesa: sentidos outros coconstruídos nas vivências em uma escola pública |
title_fullStr |
Movimentos decoloniais no estágio de língua inglesa: sentidos outros coconstruídos nas vivências em uma escola pública |
title_full_unstemmed |
Movimentos decoloniais no estágio de língua inglesa: sentidos outros coconstruídos nas vivências em uma escola pública |
title_sort |
Movimentos decoloniais no estágio de língua inglesa: sentidos outros coconstruídos nas vivências em uma escola pública |
author |
Silva, Valéria Rosa da |
author_facet |
Silva, Valéria Rosa da |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Pessoa, Rosane Rocha |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3633216363498900 |
dc.contributor.referee1.fl_str_mv |
Pessoa, Rosane Rocha |
dc.contributor.referee2.fl_str_mv |
Jordão, Clarissa Menezes |
dc.contributor.referee3.fl_str_mv |
Jácome, Alexandre José Pinto Cadilhe de Assis |
dc.contributor.referee4.fl_str_mv |
Andrade, Mariana Rosa Mastrella de |
dc.contributor.referee5.fl_str_mv |
Rezende, Tânia Ferreira |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1341445501293413 |
dc.contributor.author.fl_str_mv |
Silva, Valéria Rosa da |
contributor_str_mv |
Pessoa, Rosane Rocha Pessoa, Rosane Rocha Jordão, Clarissa Menezes Jácome, Alexandre José Pinto Cadilhe de Assis Andrade, Mariana Rosa Mastrella de Rezende, Tânia Ferreira |
dc.subject.por.fl_str_mv |
Estágio Relação escola-universidade Formação de professores/as de línguas Linguística aplicada crítica Decolonialidades |
topic |
Estágio Relação escola-universidade Formação de professores/as de línguas Linguística aplicada crítica Decolonialidades Practicum School-university relationship Language teacher education Critical applied linguistics Decolonialities LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
dc.subject.eng.fl_str_mv |
Practicum School-university relationship Language teacher education Critical applied linguistics Decolonialities |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LINGUISTICA::LINGUISTICA APLICADA |
description |
This research is an escrevivência (EVARISTO, 2020), that is, a writing-living experience, and derives from my concern over the status quo of practicum in teacher education programs, especially with regard to the distancing between university and basic education. The focus of this study is on an English language practicum experience in a B.A. in Portuguese and English teaching, at a public university in the countryside of Goiás, which occurred in 2017, and on events that took place in a public school. My main objective is to discuss decolonial movements that we sought to build by questioning the meanings of this experience constructed by its research agents as well as the tensions and conflicts inherent in this process. Decolonial movements, in this escrevivência far from being seen as revolutionary and redemptive, are localized and contingent attitudes, which attempt to unveil, problematize, and confront colonialities (QUIJANO, 2005). The epistemological basis of this work on critical teacher education and language education in the English language practicum were built from praxiologies enacted by its agents – seven female and three male student teachers, an English schoolteacher, and I, as university practicum professor. Hence, the empirical material, generated from different sources – dialogue circles, initial and final reflections on the practicum experience, notes on school life events, final reflections on the project, experience reports, and narratives – is not understood as data to be analyzed, but knowledge. From a proposal for an ecology of knowledges (SOUSA SANTOS, 2010, 2019), I seek to intertwine the agents’ knowledge of this escrevivência with others’ knowledge that, in some way, is related to this proposal, which lies within the broad scope of critical applied linguistics (BORELLI, 2018; JORDÃO, 2013; MASTRELLA-DE-ANDRADE, 2018; MATEUS, 2013; MOITA LOPES, 2006; MONTE MÓR, 2013a; PENNYCOOK, 2001, 2006; PESSOA, 2014; SILVESTRE, 2017). In addition, as I paid heed to the need to expand this field of research by disrupting disciplinary boundaries, I was inspired by studies from other fields of knowledge that resonate with southernized and decolonial epistemologies (ARÍAS, 2011; CASTRO-GÓMEZ, 2007; EVARISTO, 2020; FREIRE, 2005, 2013; KILOMBA, 2019; KRENAK, 2019a; MENEZES DE SOUZA, 2019a, 2020; MUNDURUKU, 2017a; QUIJANO, 2005; REZENDE, 2018; SOUSA SANTOS, 2019; WALSH; MIGNOLO, 2018). I use southernized and decolonial epistemologies as umbrella terms to encompass epistemological alternatives that confront the hegemonic and rational view of modern/colonial or Global North thinking. Regarding organization, this dissertation has two parts. In part I, I discuss decolonial movements in the research construction: 1) problematization of research methodology norms and 2) escreviver as research. In part II, I discuss the decolonial movements in the experiences of the English language practicum: 3) unveiling of epistemic silences; 4) physical and ontoepistemological movements; and 5) corazonar. This writing-living account of an English language practicum suggests that the decolonial movements we sought to build have imprinted other(ed) meanings on practicum and teacher education. These new meanings stress the need to build more circular relationships with agents of public basic education schools – point of departure and arrival of our teacher education programs. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-12-28T11:24:53Z |
dc.date.available.fl_str_mv |
2021-12-28T11:24:53Z |
dc.date.issued.fl_str_mv |
2021-08-19 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
ROSA-DA-SILVA, Valéria. Movimentos decoloniais no estágio de língua inglesa: sentidos outros coconstruídos nas vivências em uma escola pública. 2021. 258 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2021. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/11798 |
dc.identifier.dark.fl_str_mv |
ark:/38995/001300000dq79 |
identifier_str_mv |
ROSA-DA-SILVA, Valéria. Movimentos decoloniais no estágio de língua inglesa: sentidos outros coconstruídos nas vivências em uma escola pública. 2021. 258 f. Tese (Doutorado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2021. ark:/38995/001300000dq79 |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/11798 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
67 |
dc.relation.confidence.fl_str_mv |
500 500 500 500 |
dc.relation.department.fl_str_mv |
18 |
dc.relation.cnpq.fl_str_mv |
772 |
dc.relation.sponsorship.fl_str_mv |
3 |
dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Letras e Linguística (FL) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Faculdade de Letras - FL (RG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional da UFG instname:Universidade Federal de Goiás (UFG) instacron:UFG |
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Universidade Federal de Goiás (UFG) |
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UFG |
institution |
UFG |
reponame_str |
Repositório Institucional da UFG |
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Repositório Institucional da UFG |
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repository.name.fl_str_mv |
Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
tasesdissertacoes.bc@ufg.br |
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1811721524849147904 |