Banca de QUALIFICAÇÃO: VERA LÚCIA CONCEIÇÃO DA SILVA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
DISCENTE : VERA LÚCIA CONCEIÇÃO DA SILVA
DATA : 30/08/2024
HORA: 09:00
LOCAL: Web conferência
TÍTULO:

ENGLISH AS A LINGUA FRANCA AND INTERCULTURALITY: A STUDY OF TEXTBOOKS FROM THE PERSPECTIVE OF DECOLONIAL CRITICAL PEDAGOGY

PALAVRAS-CHAVES:

English as a Lingua Franca; Interculturality; BNCC; Textbook; Decolonial Critical Pedagogy.

PÁGINAS: 210
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
SUBÁREA: Lingüística Aplicada
RESUMO:

This study, part of the Research Line on the Study of Social Language Practices, within the Graduate Program in Linguistics at the State University of Mato Grosso - UNEMAT, aims to analyze a collection of textbooks used in teaching English for the final years of Elementary School. The analysis focuses on the principles that underpin the approach to English as a Lingua Franca (ELF) and interculturality from the perspective of decolonial critical pedagogy. The specific objectives are: a) to analyze to what extent the textbooks meet the guidelines of the BNCC regarding English as a Lingua Franca; b) to analyze to what extent the textbooks meet the BNCC's requirements regarding interculturality; c) to evaluate whether the textbooks contribute to students' critical awareness about the use of English; d) to investigate whether decolonial educational practices are promoted throughout the texts and activities presented in the books; and e) to identify if there are movements of unsilencing the Other in the construction of knowledge. These objectives emerged from the need to verify the hypothesis that textbooks present a minimal number of activities that allow students to experience transnational communication situations with English speakers from different countries and cultures, especially non-Western ones; similarly, they do not promote a critical understanding of the use of English, its real value, and mutual respect among English speakers, contributing to decolonize Eurocentric hegemony and strengthen minority voices. Thus, the guiding question of this study is: to what extent do the analyzed textbooks contribute to the teaching-learning process of the English language from the perspectives of interculturality and English as a Lingua Franca, under the perspective of decolonial critical pedagogy? The corpus of analysis consists of a collection of textbooks (from 6th to 9th grade), titled Bridges, published by FTD Educação in 2024 and selected by the National Textbook Program - PNLD, being adopted by several state schools with a large student contingent. This is a documentary analysis of a qualitative-interpretative nature. The theoretical approach is mainly based on studies by linguists who investigate ELF, such as Seidlhofer (2005), Rajagopalan (2010), and Dewey and Jenkins (2010). In the field of interculturality, Walsh's work (2008; 2009; 2012) is used to deepen the understanding of cultural interactions and the promotion of an intercultural pedagogy. Eurocentric colonizing precepts are examined in light of decoloniality principles, with references to Palermo (2014) and Freire (2012; 2013). Walsh (2013; 2014a; 2014b; 2014c; 2014d; 2014e; 2017) is also consulted, especially for her proposal to “pedagogize the decolonial and decolonize pedagogy,” which seeks to transform educational practices in accordance with decolonial principles.

MEMBROS DA BANCA:
Presidente - 314.500.911-72 - LUCIA MARIA DE ASSUNÇÃO BARBOSA - UNEMAT
Interna - 132024003 - ANA CAROLINA DE LAURENTIIS BRANDAO
Interna - 132146001 - BARBARA CRISTINA GALLARDO
Externo à Instituição - MARCELO LEAL LIMA - UNIR
Externa à Instituição - RENY GOMES MALDONADO - UNIR