Banca de QUALIFICAÇÃO: CASSIA MARA AMORIM MARQUES

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : CASSIA MARA AMORIM MARQUES
DATE: 15/06/2026
TIME: 19:00
LOCAL: Virtual
TITLE:

THE CONSTRUCTION OF CONDITIONS FOR ACTIVE
PARTICIPATION IN INCLUSIVE ENGLISH LANGUAGE TEACHING: an autoethnography of
interactional dynamics from the perspective of Complexity

 

KEY WORDS:

Inclusive Foreign Language Education (LEI); English language teaching; inclusive education; complexity; Complex Adaptive Pedagogical Interactional Dynamics (DIPAC).

PAGES: 72
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

This study investigates the teaching of English language in inclusive contexts by
problematizing students’ conditions for participation in situated pedagogical practices. It is
grounded in the assumption that learning cannot be understood independently of the
interactional dynamics that sustain it, particularly in contexts characterized by heterogeneity
and by the presence of students with and without disabilities. In this sense, the study seeks to
address the following research question: how are interactional dynamics configured and
transformed in English language teaching in inclusive contexts, considering the role of
pedagogical practices and mediations involved in the construction of conditions for
participation? The research is theoretically anchored in the perspective of Inclusive Foreign
Language Education (IFLE), the Complexity paradigm, and Complex Adaptive Pedagogical
Interactional Dynamics (DIPAC). Methodologically, it adopts a qualitative autoethnographic
approach in which the researcher’s own teaching practice constitutes the locus of data
generation and analysis. The corpus consists of interactional episodes recorded in classroom
settings, pedagogical artifacts, and reflective records, analyzed through categories related to
participation, pedagogical mediation, interactional dynamics, and the use of digital resources.
The analyses conducted thus far suggest that the observed interactional dynamics tend not to
develop in a stable or linear manner, displaying moments of restricted participation
manifested through behaviors such as silence, hesitation, and low engagement in activities.
These indications appear to point to possible misalignments between the demands of proposed
tasks and students’ actual conditions for participation. The episodes analyzed preliminarily
also suggest that processes of interactional reorganization, mediated by situated and
responsive pedagogical decisions, may contribute to the reconstruction of conditions for
participation in specific contexts. Initial observations further indicate that participation
appears to develop through movements of oscillation and reorganization, whose
understanding requires contextualized and situated analysis. Accessible digital resources,
when mobilized in the observed pedagogical practices, seem to function as contingent
mediators whose potential appears to depend on the ways they are articulated with
interactions and pedagogical decisions. It is expected that the full development of this study
will contribute to broadening the understanding of how conditions for participation are
constructed in English language teaching within inclusive contexts, offering analytical
categories and theoretical-methodological contributions that may be relevant to future
research and inclusive pedagogical practices.

 

COMMITTEE MEMBERS:
Externo à Instituição - GASPERIM RAMALHO DE SOUZA - UFLA
Externo à Instituição - MAURICIO TEIXEIRA MENDES
Externa à Instituição - MAYSA DE PADUA TEIXEIRA PAULINELLI
Presidente - VICENTE AGUIMAR PARREIRAS