O que é que a Modern family tem? Autoetnografia de uma proposta de trabalho para aulas de língua inglesa

• Ano de defesa: 2021
• Autor(a) principal: Cruz, Solange Xavier
• Orientador(a): Souza, Marlene de Almeida Augusto de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Letras
• Palavras-chave em Português: Língua inglesa; Ensino de língua inglesa; Etnologia; Famílias; Letramento; Televisão; Seriados; Autoetnografia; Família contemporânea; Modern Family (Série de televisão); Multiletramentos; Letramento crítico
• Palavras-chave em Inglês: Autoethnography; Contemporary family; Multiliteracies; Critical literacy
• Área do conhecimento CNPq: LINGUISTICA, LETRAS E ARTES::LETRAS
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/15090

In this research, I narrate experiences lived during the process of elaborating a Didactic Sequence for English Language classes in a public school in the State of Bahia. These narratives, subjective and, at the same time, reflexive-theoretical, have as general objective to analyze and describe the course of elaboration of a Didactic Sequence that aims to problematize the different family structures of contemporaneity from the first episode of the TV series Modern Family. I used autoethnography as a methodological strategy for qualitative research because its approach recognizes and accommodates the researcher's subjectivity and experiences in research (ELLIS; ADAMS; BOCHNER, 2011; JONES; ADAMS; ELLIS, 2016.). Thus, as a theoretical anchor, this research sought references in studies on multiliteracies (COPE; KALANTZIS, 2016; DUBOC, 2011, 2015; KRESS, 2000; LANKSHEAR; KNOBEL, 2011), critical literacy (MENEZES DE SOUZA, 2011, 2011b; CERVETTI; PARDALES; DAMICO, 2001; MONTE MÓR, 2000, 2014, 2015; JORDÃO, 2013), identities (HALL; SILVA, 2000), gender (COSTA; SILVERA; MADEIRA, 2012; FURLAN; MÜLLER, 2013; LOURO, 1997 , 2000, 2008; SCOTT, 1995) and family (CACCIACARRO; MACEDO, 2018; CANIÇO et al., 2010; CASTELLS, 1999, GIMENO, 2001), who served as support for the development of the pedagogical proposal. Narrating this path was at the same time a work of self-knowledge and resignification, understanding the relevance of my experiences, my knowledge and practices as a teacher and researcher. My purpose was not to establish a practice model to be followed, but to promote possible dialogues with other teachers and education professionals, starting from the individual to other experiences and knowledge, to expand perspectives and (de)constructions of meanings, as a result of a critical assessment of our practices.