Banca de DEFESA: EDISON FERNEY CASTRILLÓN ÁNGEL

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
DISCENTE: EDISON FERNEY CASTRILLÓN ÁNGEL
DATA: 04/07/2024
HORA: 15:00
LOCAL: DEFESA DE TESE
TÍTULO: Development of resistance narratives as a critical pedagogyand re-existence literacy practice with pre-service English teachers from Brazil and Colombia
PALAVRAS-CHAVES: Critical pedagogy; Re-existence literacies; Resistance narratives; Pre-service English teachers; Colombian educational system; Brazilian educational system.
PÁGINAS: 208
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
RESUMO:

This study analyzes how pre-service English teachers in Brazil and Colombia develop resistance narratives as a practice of critical literacy and re-existence, with the aim of promoting a more diverse, inclusive, and fair linguistic education. The research is based on six theoretical assumptions: 1) Being and identity are constant processes originating from our beginnings; there is no endpoint, only a constant becoming (BAUMAN, 2004, 2013). 2) Critical pedagogy is an alternative for conceiving diversity and education (FREIRE, 1970; GIROUX, 2018, 2020). 3) Resistance is a critical pedagogy practice to live in a just and equitable world (MCLAREN; KINCHELOE, 2007). 4) The Black diaspora constitutes an intrinsic relationship of resistance (WOODSON, 2023). 5) Literacies are always sociocultural and constantly occur in a context where people negotiate critically (SOARES, 2009; MORA et al., 2021). 6) Re-existence is a strategy to achieve the reconceptualization and redefinition of life under conditions of selfdetermination and dignity (ALBÁN-ACHINTE, 2017). The methodological framework is supported by a sociocritical paradigm and uses Online Qualitative Research (OQR) adapted to the health conditions of the COVID-19 pandemic and the distance between participants. Additionally, a Youth Participatory Action Research (YPAR) was implemented to develop an online course as a critical pedagogical practice and re-existence. The results show that pre-service English teachers face oppressions reflected in colonial structures. However, the resistance narratives and reexistence literacies fostered by critical pedagogy allow them to reflect critically and act transformationally. The challenges include personal and structural barriers related to identity and power, while the opportunities lie in using these narratives for personal growth, social justice, and transformative action. The study concludes by emphasizing the need to incorporate linguistic policies that protect and value the cultural and linguistic diversity of teachers, promoting an environment of respect and equity in the classrooms. Additionally, it recommends the implementation of broader critical pedagogical exercises in the Global South, where similar situations with teachers have been identified.

MEMBROS DA BANCA:
Presidente - 1631589 - BEATRIZ GAMA RODRIGUES
Interno - 1063909 - JUSCELINO FRANCISCO DO NASCIMENTO
Interno - 1790769 - MARAISA LOPES
Externo à Instituição - NAYIBE DEL ROSARIO ROSADO MENDINUETA - UniNorte
Externo à Instituição - RAÚL ALBERTO MORA VÉLEZ - UPB