English teacher education in a community outreach context: decolonial autoethnographic views in dialogue with literacy studies

Detalhes bibliográficos
Autor(a) principal: Mandarino Silva, Nayara Stefanie
Data de Publicação: 2023
Outros Autores: Nascimento, Ana Karina de Oliveira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Domínios de Lingu@gem
Texto Completo: https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/68939
Resumo: Undergraduate students in Brazil have focused, in their majors, on undergraduate courses. Some develop research, others participate in community outreach activities offered. However, few work in community outreach programs, preparing and developing their offer for the community outside of campus. There are also few articles that record research practices in this community outreach context. Considering this gap, the present article, whose focus is on English teacher education programs, aims to discuss some of the effects of teacher education in a community outreach initiative. This is an autoethnographic research in which the two authors reflect on the learning process the community outreach experience triggered, taking into account decolonial perspectives in dialogue with literacy studies. The results point to a broader and more connected English teacher education experience when community outreach tasks are part of teacher education programs.
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spelling English teacher education in a community outreach context: decolonial autoethnographic views in dialogue with literacy studiesFormação de professores de inglês em contexto extensionista: olhares autoetnográficos decoloniais em diálogo com os estudos de letramentosFormação de professores de inglêsExtensão universitáriaAutoetnografiaDecolonialidadeLetramentosEnglish language teacher educationCommunity outreach activitiesAutoethnographyDecolonialityLiteraciesUndergraduate students in Brazil have focused, in their majors, on undergraduate courses. Some develop research, others participate in community outreach activities offered. However, few work in community outreach programs, preparing and developing their offer for the community outside of campus. There are also few articles that record research practices in this community outreach context. Considering this gap, the present article, whose focus is on English teacher education programs, aims to discuss some of the effects of teacher education in a community outreach initiative. This is an autoethnographic research in which the two authors reflect on the learning process the community outreach experience triggered, taking into account decolonial perspectives in dialogue with literacy studies. The results point to a broader and more connected English teacher education experience when community outreach tasks are part of teacher education programs.Estudantes de licenciatura no Brasil têm focado, em seus cursos, nas disciplinas da graduação. Alguns desenvolvem pesquisas, outros participam em atividades de extensão ofertadas. Porém, poucos atuam na extensão preparando e desenvolvendo a sua oferta para a comunidade externa. Poucos também são os trabalhos que registram práticas de pesquisa nesse contexto extensionista. Levando em conta essa lacuna é que o presente artigo, cujo foco está em cursos de formação de professores de inglês, objetiva discutir alguns dos efeitos da formação docente que se dá em contexto extensionista. Trata-se de um trabalho autoetnográfico de pesquisa no qual as duas autoras refletem sobre aprendizados proporcionados pela experiência extensionista, a partir de olhares decoloniais em diálogo com os estudos de letramentos. Os resultados apontam para uma formação de professores de inglês mais ampla e conectada com o fazer docente, quando atividades extensionistas são parte da formação docente.PPUFU2023-09-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://seer.ufu.br/index.php/dominiosdelinguagem/article/view/6893910.14393/DLv17a2023-40Domínios de Lingu@gem; Vol. 17 (2023): Domínios de Lingu@gem; e1740Domínios de Lingu@gem; Vol. 17 (2023): Domínios de Lingu@gem; e1740Domínios de Lingu@gem; v. 17 (2023): Domínios de Lingu@gem; e17401980-5799reponame:Domínios de Lingu@geminstname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/dominiosdelinguagem/article/view/68939/36832https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/68939/38215Copyright (c) 2023 Nayara Stefanie Mandarino Silva, Ana Karina de Oliveira Nascimentohttp://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessMandarino Silva, Nayara StefanieNascimento, Ana Karina de Oliveira2024-03-05T19:16:24Zoai:ojs.www.seer.ufu.br:article/68939Revistahttps://seer.ufu.br/index.php/dominiosdelinguagemPUBhttps://seer.ufu.br/index.php/dominiosdelinguagem/oairevistadominios@ileel.ufu.br||1980-57991980-5799opendoar:2024-03-05T19:16:24Domínios de Lingu@gem - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv English teacher education in a community outreach context: decolonial autoethnographic views in dialogue with literacy studies
Formação de professores de inglês em contexto extensionista: olhares autoetnográficos decoloniais em diálogo com os estudos de letramentos
title English teacher education in a community outreach context: decolonial autoethnographic views in dialogue with literacy studies
spellingShingle English teacher education in a community outreach context: decolonial autoethnographic views in dialogue with literacy studies
Mandarino Silva, Nayara Stefanie
Formação de professores de inglês
Extensão universitária
Autoetnografia
Decolonialidade
Letramentos
English language teacher education
Community outreach activities
Autoethnography
Decoloniality
Literacies
title_short English teacher education in a community outreach context: decolonial autoethnographic views in dialogue with literacy studies
title_full English teacher education in a community outreach context: decolonial autoethnographic views in dialogue with literacy studies
title_fullStr English teacher education in a community outreach context: decolonial autoethnographic views in dialogue with literacy studies
title_full_unstemmed English teacher education in a community outreach context: decolonial autoethnographic views in dialogue with literacy studies
title_sort English teacher education in a community outreach context: decolonial autoethnographic views in dialogue with literacy studies
author Mandarino Silva, Nayara Stefanie
author_facet Mandarino Silva, Nayara Stefanie
Nascimento, Ana Karina de Oliveira
author_role author
author2 Nascimento, Ana Karina de Oliveira
author2_role author
dc.contributor.author.fl_str_mv Mandarino Silva, Nayara Stefanie
Nascimento, Ana Karina de Oliveira
dc.subject.por.fl_str_mv Formação de professores de inglês
Extensão universitária
Autoetnografia
Decolonialidade
Letramentos
English language teacher education
Community outreach activities
Autoethnography
Decoloniality
Literacies
topic Formação de professores de inglês
Extensão universitária
Autoetnografia
Decolonialidade
Letramentos
English language teacher education
Community outreach activities
Autoethnography
Decoloniality
Literacies
description Undergraduate students in Brazil have focused, in their majors, on undergraduate courses. Some develop research, others participate in community outreach activities offered. However, few work in community outreach programs, preparing and developing their offer for the community outside of campus. There are also few articles that record research practices in this community outreach context. Considering this gap, the present article, whose focus is on English teacher education programs, aims to discuss some of the effects of teacher education in a community outreach initiative. This is an autoethnographic research in which the two authors reflect on the learning process the community outreach experience triggered, taking into account decolonial perspectives in dialogue with literacy studies. The results point to a broader and more connected English teacher education experience when community outreach tasks are part of teacher education programs.
publishDate 2023
dc.date.none.fl_str_mv 2023-09-18
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/68939
10.14393/DLv17a2023-40
url https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/68939
identifier_str_mv 10.14393/DLv17a2023-40
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/68939/36832
https://seer.ufu.br/index.php/dominiosdelinguagem/article/view/68939/38215
dc.rights.driver.fl_str_mv Copyright (c) 2023 Nayara Stefanie Mandarino Silva, Ana Karina de Oliveira Nascimento
http://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Nayara Stefanie Mandarino Silva, Ana Karina de Oliveira Nascimento
http://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
text/xml
dc.publisher.none.fl_str_mv PPUFU
publisher.none.fl_str_mv PPUFU
dc.source.none.fl_str_mv Domínios de Lingu@gem; Vol. 17 (2023): Domínios de Lingu@gem; e1740
Domínios de Lingu@gem; Vol. 17 (2023): Domínios de Lingu@gem; e1740
Domínios de Lingu@gem; v. 17 (2023): Domínios de Lingu@gem; e1740
1980-5799
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