Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Ferreira, Deise Viana
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| Orientador(a): |
Magalhães, Maria Cecilia Camargo
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Linguística Aplicada e Estudos da Linguagem
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| Departamento: |
Faculdade de Filosofia, Comunicação, Letras e Artes
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/41367
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Resumo: |
This research presents some personal concerns experienced in my professional trajectory as a language teacher in Brazilian public schools. It is guided by the idea of what it means to teach the Spanish foreign language in the Global South to transgress patterns, beliefs, and borders in pursuit of social justice. Thus, this study arises from the desire to promote, within the fields of education and applied linguistics, an education guided by choices that confront colonialities through potentially decolonial and anti-racist Spanish language teaching practices. The central objective was to develop transformative socio-political practices in language within collaborative podcast production workshops with Spanish teachers. In this way, educational workshops were organized to critically and collaboratively study and debate Spanish language teaching and learning through podcast production and discussion. The workshops were structured by me during the first semester of 2022, in the remote teaching modality, with a workload of 45 hours, aiming to promote a safe and transformative teaching and learning environment, sharing knowledge, and listening among Spanish teachers and undergraduate students from the four public universities that train Spanish teachers in the state of Bahia. The outlined specific objectives include: 1. Promoting interaction and engagement among Spanish teachers from a decolonial and anti-racist perspective; 2. Expanding participants' podcast repertoires through discussions on race, decoloniality, and Spanish teaching; 3. Relating podcast production as an emancipatory cultural practice in which voices from the Global South can break the tradition of silencing and invisibility. Therefore, this thesis is a proposal for theoretical-practical intervention in the reality of social language practices based on Critical Collaboration Studies (Magalhães, 2004, 2011, 2012, 2018), Indisciplinary Applied Linguistics (Moita Lopes, 2006; Pessoa, 2014; Silvestre, 2017; Pennycook, 2006), Southern Epistemologies or Decolonial (Castro-Gómez, Grosfoguel, 2007; Freire, 2005, 2013; Matos, 2019; Kilomba, 2019; Krenak, 2019, Quijano, 2005; Walsh, 2013); Racial Literacy (Souza, 2011; Ferreira, 2012, 2014, 2015; Hooks, 2017, 2019, 2021). This study reflects our practices of linguistic education, anti-racism, and anti-colonialism, intertwining substantial knowledge with the critical formation of the foreign language teacher |
