Banca de DEFESA: JOYCE PEREIRA ESTANI

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : JOYCE PEREIRA ESTANI
DATE: 18/08/2025
TIME: 14:00
LOCAL: https://conferenciaweb.rnp.br/webconf/patricia-bastos-de-azevedo
TITLE:

Linguistic Identities in the Favela: Literacy Teacher Narratives in the North Zone of Rio de Janeiro

KEY WORDS:

Linguistic identities. Literacies. Narratives. Favela

PAGES: 207
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The general objective of this research is to understand linguistic identities based on the narratives of teachers who work in the transition between Early Childhood Education and Elementary School in a municipal school in the North Zone of Rio de Janeiro. The first specific objective seeks to epistemologically investigate the impact of dialectal discriminations from the periphery on the learning of reading and writing, as well as the pressures of a graphocentric and anti-peripheral literate culture, seeking to elucidate the challenges faced by individuals from these slum contexts. As a second specific objective, it seeks to investigate, from the perspective of Stuart Hall (2006), the social disputes that underlie the process of the constitution of multifaceted identity, highlighting the influence of social literacies on linguistic appropriation, from the perspective of Soares (1989) and Street (2007); as well as to investigate transformations in the process of literacy, reading and writing between the stages of the transition from Early Childhood Education to Elementary School. Finally, the third specific objective seeks to investigate literacy experiences based on teachers' narratives. To this end, the focus group research method was selected, as it allows us to capture the discourse and interaction between participants, highlighting concepts, feelings, attitudes, beliefs, experiences and reactions, in a way that would not be as palatable or possible with other methods. This research is necessary for the advancement of knowledge production in the area of education and linguistics, and it may also contribute to the school environment regarding the literacy and literacies stage, not as an academic prescription, but to dialogue with theory and empiricism, with a view to the evolution of the theoretical field and the improvement of didactic-pedagogical practice in spaces related to everyday school life. Regarding the results, the literature and the teachers' narratives showed the importance of the user of the Portuguese language knowing the grammatical rules, not to crystallize the language, but so that this speaker can make use of both formality and informality, according to the discursive demand to which he/she is subjected, in the context of social literacy. The practical demands regarding reading and writing, brought about by the literate society and the graphocentric culture, end up giving the teaching of the Portuguese language a perspective that does not yet encompass the literacies and the multiple voices that intersect the daily life of the classroom in the first years of Elementary School. The language is alive, dynamic and diverse, as is the multifaceted Brazilian population. The non-banking, but emancipatory education mentioned by Freire (1987), is urgent as a central objective in the educational process, seeking autonomy, praxis and free thinking of the popular classes, starting with the process of literacy and literacy practices. 

COMMITTEE MEMBERS:
Presidente - 1548864 - PATRICIA BASTOS DE AZEVEDO
Interna - 1285421 - ADRIANA CARVALHO LOPES
Externa à Instituição - CLAUDIA RODRIGUES DO CARMO ARCENIO - SEE
Externa à Instituição - ELIZABETH OROFINO LÚCIO - UFPA
Externo à Instituição - MARIA APARECIDA LIMA DOS SANTOS - UFMT