Banca de DEFESA: CASSIA MARA AMORIM MARQUES

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : CASSIA MARA AMORIM MARQUES
DATE: 28/08/2026
TIME: 18:30
LOCAL: Virtual
TITLE:

The Construction of Conditions of Participation in English Language Classes in the Context of Inclusive Education: 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: 201
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

This study investigates how interactional dynamics were configured and reconfigured in episodes of English language teaching experienced in a municipal public school within the context of inclusive education, considering how these configurations expanded, constrained, or redirected students’ possibilities for participation. Situated in the field of Applied Linguistics, the study articulates Inclusive Foreign Language Education (IFLE), as an ethical, political, and pedagogical orientation, with the complexity paradigm and Complex Adaptive Pedagogical Interactional Dynamics (DIPAC), which support an understanding of interactions as historical, relational, emergent, adaptive, and nonlinear processes. The research adopts a qualitative, interpretive, and autoethnographic approach, in which the teacher-researcher’s teaching practice constitutes the context for the production of the empirical material. The field comprised sixteen elementary school classes, followed between April and August 2025 during regular English lessons, organized as weekly 50-minute periods in Grades 1 to 3 and weekly 100-minute blocks in Grade 5. No additional data-generation procedures were directed at the students, since the situations examined emerged from regular professional practice. The empirical material included written records produced during and after lessons, lesson plans, pedagogical materials and artifacts, and institutional documents used to contextualize the field. From this broader set, episodes capable of making recurring movements, tensions, reorganizations, and dissonant situations visible were selected while preserving the anonymity of the individuals implicated in the recorded situations. The analysis was developed through successive readings and connections among the records, without applying fixed categories or assigning predetermined meanings to speech, silence, gestures, refusals, or task completion. The institutional, pedagogical, interactional, individual, and socioterritorial dimensions were progressively constructed as non-exclusive interpretive resources. The findings indicate that participation is neither an individual attribute, a direct consequence of teacher action, nor a stable effect of a particular resource. Possibilities for participation emerge from relations among individuals, practices, mediations, institutional organization, material conditions, trajectories, and socioterritorial circumstances. The same element may expand, constrain, or redirect participation according to the configuration in which it operates. Responsive pedagogical decisions contributed to the reorganization of certain situations, although their effects remained contingent on the other conditions involved. The main contribution of the study lies in conceptualizing conditions of participation as relational, multiscalar, historical, dynamic, emergent, nonlinear, adaptive, and situated configurations, thereby supporting an understanding of inclusive processes that does not reduce participation to physical presence, performance, speech, or apparent engagement.

COMMITTEE MEMBERS:
Externa à Instituição - CINARA GUIMARÃES VIEIRA
Externo à Instituição - GASPERIM RAMALHO DE SOUZA
Externa à Instituição - GERALDA APARECIDA DO CARMO SCHYRA
Externo à Instituição - MAURICIO TEIXEIRA MENDES
Externa à Instituição - MAYSA DE PADUA TEIXEIRA PAULINELLI
Externa à Instituição - RENATA RAQUEL COSTA
Presidente - VICENTE AGUIMAR PARREIRAS