Banca de QUALIFICAÇÃO: MAURÍCIO TEIXEIRA MENDES

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : MAURÍCIO TEIXEIRA MENDES
DATE: 23/06/2023
TIME: 14:00
LOCAL: VIRTUAL
TITLE:

TRAINING EXPERIENCES OF COUNTRYSIDE EDUCATORS IN THE AREA OF LANGUAGES AND CODES: LITERACIES, (DIGITAL) TECHNOLOGIES AND DECOLONIZATION

KEY WORDS:

Interdisciplinary and intercultural training. Degree in rural education. Literacies. Technologies (digital). Identity.

PAGES: 84
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

This research deals with the “training experiences of rural educators in the area of languages and codes: literacies, (digital) technologies and decolonization”. The motivation for going deeper into this topic is to realize the potential that the Degree in Rural Education at UFVJM has in building the identity of its students by promoting a dialogue with different local knowledge and empowerment in the context of rural education. However, there is a lack of recognition of this degree, with regard to the areas of activity of its graduates. This degree, according to its pedagogical course project, assumes an interdisciplinary stance, but several practices developed in its context point to intercultural and decolonial practices. Therefore, I assume that the data from this research can show the “urgency” that this degree assumes a decolonial posture. In this sense, we intend to consider literacy factors, digital technologies and modernity, seeking to rethink teaching practices based on more contextualized approaches and sensitive to the realities of the field, in order to contribute to a more inclusive, critical and transformative teacher education. The topic was investigated with the aim of discussing, through a decolonial perspective, how identity is constructed during the formative path of graduates of the Degree in Rural Education course in the area of languages and codes at UFVJM, with a view to analyzing , based on literacy studies in an intercultural perspective, curriculum theories and decolonial studies, the narratives of rural educators, graduates, from the Bachelor's Degree in Rural Education at UFVJM. The specific objectives were: (1) To analyze the legal frameworks (laws and course project), at the national and local level, which involve/involved the creation and maintenance of the Degree in Rural Education course at UFVJM; (2) verify, in the period 2014-2022 and through a survey of publications in journals, dissertations and theses, and also through public tenders for Portuguese teachers, the spaces that graduates of this course occupy or may occupy; (3) understand, based on the demand and analysis of the context in which the course is inserted, whether discussions about literacy, digital technologies and modernity meet, or should meet, the demand for an interdisciplinary or intercultural training; and (4) Identify, through narrative research, how former and in-training educators conceive their teaching identity. The theoretical foundation of this work is based on the notions of modernity regarding the dichotomies between countryside and city; literacy from the perspective of decolonial training and interdisciplinary and/or intercultural training. Given the characteristics of the type of investigation and depending on the data that make up the corpus, this is a narrative and documentary research in which a comparative study is carried out between the teaching narratives and official curricula that corroborate the teacher training of the course in question , focusing on the discourses that form teacher identities, literacies and technologies in an intercultural and decolonial perspective that permeates the teacher's life in the relationships between university, school and community. As this degree serves contexts of social vulnerability and is based on interdisciplinary training, decolonial studies and intercultural literacy, especially in terms of the deconstruction of dominant discourses, can also contribute to the elucidation of the proposed object. From the description of the problem, possible solutions were sought in the literature. As a result of the research, I assume that data on the spaces that graduates from the LEC-UFVJM course occupy will refute, at least partially, the results of other studies that concluded that such spaces can influence the construction of the identity of students and graduates, strengthening the sense of belonging, appreciation of local knowledge and empowerment in the context of rural education. I believe that this research will offer concrete examples of “limitation” of the performance of these students/graduates in the field, “limiting” the possibilities and professional horizons of students and graduates of the course. I also consider that the narrative research approach to capture and analyze the stories, experiences and meanings shared by the former educators will enable an in-depth discussion, through a decolonial perspective, about the construction of identity, during the formative course, in order to contribute for a deeper understanding of the construction of the teaching identity in the context of the field, providing insights for teacher training focused on the specificities and challenges of Education in the countryside.

COMMITTEE MEMBERS:
Externo à Instituição - LUIZ HENRIQUE MAGNANI XAVIER DE LIMA
Externo à Instituição - CARLOS HENRIQUE SILVA DE CASTRO - UFVJM
Externo à Instituição - RENATO DE OLIVEIRA DERING - UNIGOIÁS
Presidente - VICENTE AGUIMAR PARREIRAS