Banca de DEFESA: MAURÍCIO TEIXEIRA MENDES

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : MAURÍCIO TEIXEIRA MENDES
DATE: 07/11/2023
TIME: 14:00
LOCAL: online - RNP vicenteparreiras
TITLE:

LITERACIES, TECHNOLOGIES, AND DECOLONIALITY: reflections on legislation and experiences of rural educators in the field of languages and codes at UFVJM

KEY WORDS:

Interdisciplinary and intercultural education; Rural Education Degree; literacies; digital technologies; teaching identity; decolonization.

PAGES: 246
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

The research in question addresses the intersection of literacies, technologies and decoloniality in the Degree in Rural Education (LEC) at UFVJM, specifically in the area of languages and codes. The motivation for this study originates from the perception of LEC as a potential promoter of dialogue between popular and academic knowledge, empowering students in rural contexts. However, there is a gap in the recognition of this degree in relation to the areas of activity for its graduates. As described in the course's pedagogical project, this degree takes an (inter)transdisciplinary stance, although several practices developed in its context point to intercultural and decolonial approaches. Therefore, it is assumed that the data from this research can highlight the "urgency" for this degree to take a decolonial stance. These themes were investigated with the general objective of problematizing the trajectory, impact and developments resulting from the institutionalization of the LEC in the area of languages and codes at UFVJM through an integrated analysis of the legal frameworks, the trajectory and impact of graduates, the interrelations between literacy, digital technologies and modernity, and the construction of the rural educator's teaching identity from a decolonial perspective, aiming to contribute to improving the training and performance of these professionals. The theoretical foundation of the research is based on notions of modernity in relation to the country-city dichotomies, literacy and technology from a decolonial perspective and interdisciplinary and/or intercultural training. As for the nature of the research, it is a narrative and documentary research that compares nineteen graduates' narratives with the course's official curricula and other experiences. The narratives analyzed from a decolonial perspective highlight limitations in the performance of these rural educators, restricting their professional possibilities. The narrative research approach enriches the discussion about the training path, contributing to a deeper understanding of teaching identity in the rural context. In summary, the research demonstrated that Alternation Pedagogy at LEC represents a progressive educational model that promotes diverse, inclusive, intercultural and decolonial education. However, the peasant context, marked by its dynamics and constant conflicts, has often been neglected and excluded from discussions on public policies, especially those related to education and digital inclusion. In this scenario of social vulnerability, aggravated by digital exclusion, it is possible to see that literacy practices in digital environments can be more than just the management of devices or systems. Emerging as a path to foster literacy and interculturality, and to promote inclusion and social empowerment. This critical view recognizes the significant impact of technology on social inequalities and highlights the imperative of an ethical and responsible approach to its use.

COMMITTEE MEMBERS:
Presidente - VICENTE AGUIMAR PARREIRAS
Externo à Instituição - DANÚBIA DA COSTA TEIXEIRA
Externo à Instituição - CARLOS HENRIQUE SILVA DE CASTRO - UFVJM
Externo à Instituição - GASPERIM RAMALHO DE SOUZA - UFLA
Externa à Instituição - ANA CRISTINA FRICKE MATTE - UFMG
Externo à Instituição - RENATO DE OLIVEIRA DERING - UNIGOIÁS
Externo à Instituição - RENATO PEREIRA AURÉLIO
Externo à Instituição - LUIZ HENRIQUE MAGNANI XAVIER DE LIMA