Banca de DEFESA: MARIA FERNANDA LACERDA DE OLIVEIRA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : MARIA FERNANDA LACERDA DE OLIVEIRA
DATE: 01/11/2024
TIME: 08:30
LOCAL: Virtual
TITLE:

DIGITAL LITERACY OF FOREIGN LANGUAGE TEACHERS IN THE LIGHT OF THE COMPLEXITY PARADIGM AND SYSTEMIC-FUNCTIONAL LINGUISTICS

KEY WORDS:

digital literacy; foreign language teacher training; Complex Adaptive Systems; Systemic Functional Linguistics.

PAGES: 343
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

The rapid transformations in contemporary society have demanded new ways of learning to deal with the technologies that are emerging and are increasingly becoming part of human interactions, including in education in general and foreign language teaching in particular. These demands have arisen at different times, such as those experienced during the Covid-19 pandemic and the emergency remote teaching that resulted from it. In the pandemic and the remote teaching background, the lack of infrastructure and digital skills were revealed and the training needs for digital literacy (DL) became urgent. In view of this problematization, this research was developed with the theme of digital literacy of foreign language teachers and the context of a pandemic in the light of the complexity paradigm, whose object of research is the digital literacy of foreign language teachers in non-linear moments of chaos and stability, and in relation to the emergency teaching period arising from the Covid-19 pandemic. This object of study was the starting point for the theoretical-methodological design, given that this is interdisciplinary, indisciplinary research (Moita Lopes, 2006), with approximations to the transdisciplinary perspective (Leffa, 2006; Nicolescu, 1999, 2000). In view of this, the general objective is to analyze, in the light of the complexity paradigm, the digital literacy development experiences of foreign language teachers in relation to the non-linearity of stable and chaotic moments and in relation to the Covid-19 pandemic. In this sense, this doctoral research combines studies from various areas of knowledge such as Education, Social Sciences, Linguistics, Applied Linguistics, Natural and Exact Sciences. Thus, the research was theoretically based on studies on digital literacy (Buzato, 2006; Coscarelli; Ribeiro, 2017; Dudeney, Hockly and Pegrum, 2016; Ribeiro, 2009, 2023, 2024), training of foreign language teachers from the perspective of Applied Linguistics and Education (Almeida Filho, 2004; Leffa, 2006; Nóvoa, 1999, 2009; Schön, 1997), on the assumptions and characteristics of Complex Adaptive Systems (CAS) (Borges; Magno and Silva, 2016; Larsen-Freeman, 1997; Larsen-Freeman; Cameron, 2008; Leffa, 2006; Martins; Braga, 2007; Paiva, 2011) that have based on the paradigm or science of complexity (Morin, 2015), on the context of the Covid-19 pandemic and regarding Systemic-Functional Linguistics (SFL) (Halliday; Mathiessen, 2004, 2014), a theory used for discursive analysis of teachers' discourses and which is related to the paradigm of complexity and CAS. Methodologically, the thesis is the result of a qualitative and interpretative research approach, carried out with foreign language teachers from public and/or private education in different Brazilian states who have worked in Basic Education and/or higher education for at least two years prior (2018-2019), two years during the Covid-19 pandemic (2020-2021) and continue to work even after the pandemic period of remote teaching (at least until 2022). The teachers who consented to participate: (a) answered a questionnaire to learn about the participant's profile in line with the research theme; and (b) wrote a technobiography – a life story with technologies – based on seven guiding topics. The data analysis was based on the meanings constructed in the teachers' discourses based on the answers provided and the interaction and dialogues between the theories and the narratives. These meanings were analyzed according to the Ideational Metafunction of the Transitivity System of Systemic-Functional Grammar, which is part of the SFL. The systemic and complex analysis of the data by the Transitivity System in dialogue with the principles of the complex paradigm and the characteristics of Complex Adaptive Systems proved to be useful in understanding the representation of learning experiences in the use of digital technologies (DTs) and the development of the LD in a holistic and non-fragmented way. It also highlighted how linguistic choices when narrating express our actions, relationships, perceptions, cognitions, thoughts, desires and behaviors in relation to DTs and in relation to non-linear moments of chaos and stability, making more evident the characteristics that make us complex, dynamic, chaotic, adaptive, open, self-organizing beings and professionals, sensitive to the initial conditions and interactions with the educational and social systems with which we interact. This allowed us to consider digital literacy as a CAS as well as the foreign language teacher (CAS FLTr) in continuous search and interaction with the CAS DL. In this sense, the development of LD and teacher training are not linear; they go through different spaces or phases in their personal and professional lives. In other words, this training involves different processes, and developing DL and being digitally literate is one of them. Finally, the pedagogical appropriation of DL needs to emerge from the critical, reflective and autonomous development of DL so that language teachers can also be agents of digital literacy in their pedagogical practices and in different and adverse demanding contexts of work, whether chaotic or not.

COMMITTEE MEMBERS:
Externo à Instituição - GASPERIM RAMALHO DE SOUZA - UFLA
Presidente - RENATO CAIXETA DA SILVA
Externa à Instituição - SARA REGINA SCOTTA CABRAL - UFSM
Interno - VICENTE AGUIMAR PARREIRAS
Externo à Instituição - WELLINGTON VIEIRA MENDES