Banca de QUALIFICAÇÃO: TONY MICHEL DE CARVALHO MORAIS

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
STUDENT : TONY MICHEL DE CARVALHO MORAIS
DATE: 29/08/2025
TIME: 10:00
LOCAL: Plataforma RNP
TITLE:

“Women talk too much”: Proposed reading lesson from a decolonial perspective

KEY WORDS:

Discourse; Linguistic violence; Women

PAGES: 54
BIG AREA: Lingüística, Letras e Artes
AREA: Letras
SUMMARY:

This research aims to investigate how derogatory discourses about women are produced and re-signified in social and educational practices. In this context, it raises the following question: How does the school foster a critical and reflective reading of discourses that are produced, reproduced, and legitimized, thereby contributing to the persistence of gender stereotypes inside and outside the classroom? To address this issue, the analysis focuses on utterances circulating across different discursive contexts. The study adopts a qualitative and interpretative approach (Denzin & Lincoln, 2006), drawing on content analysis (Bardin, 2020), whose interpretative dimension is enriched by the contributions of Applegate (2002), Moita Lopes (2004), and Landulfo & Matos (2022). The main objective is to understand how discourse reinforces crystallized stereotypes around the idea that “women talk too much.” The research is situated in a context where, despite advances in debates on gender inequality, discursive practices that silence and disqualify women still persist (Biroli, 2018; Crenshaw, 1991). This process, identified by Baptista (2022) as the colonization of language, may result in the coloniality of being (Couto & Jovino, 2022), insofar as it restricts identities and communicatively inhibits subjects. Initial analyses indicate that such discursive practices contribute to the naturalization of gender stereotypes, demanding critical reflection within educational and social spheres. As a contribution, the study provides insights for understanding linguistic violence in its symbolic dimension, denounces institutional practices that legitimize inequalities, promotes the construction of insurgent knowledge to be incorporated into critical pedagogical practices, and strengthens the debate on gender equity in educational and social contexts.

COMMITTEE MEMBERS:
Presidente - 1450409 - MARIA DO ROSARIO DA SILVA ROXO
Externa à Instituição - RENATA DE SOUZA GOMES - CEFET/RJ
Interna - 1309144 - RIVIA SILVEIRA FONSECA