Banca de QUALIFICAÇÃO: ELIVALDO DA SILVEIRA ROSA

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : ELIVALDO DA SILVEIRA ROSA
DATA : 17/08/2022
HORA: 14:00
LOCAL: Sala virtual - Google Meet
TÍTULO:

FRACTALIZATION OF THE IDENTITIES OF ENGLISH LANGUAGE TEACHERS IN THE TIME OF THE COVID-19 PANDEMIC

PALAVRAS-CHAVES:

Complexity Theory. Complex Adaptive Systems. Fractalized Identities. English language teachers. Emergency Remote Teaching.

PÁGINAS: 110
GRANDE ÁREA: Lingüística, Letras e Artes
ÁREA: Lingüística
SUBÁREA: Lingüística Aplicada
RESUMO:

The social phenomenon Identity of Language Teachers, specifically of English language teachers, for the present research, is constituted as a complex and fractal system, composed of a set of multiple self-similar identities, which interact with each other, it is dynamic, it is self-organizes and, in response, adapts to the environment (MENEZES, 2017). Identities, therefore, emerge in the social and discursive interaction of the individual in society and are fractalized as the individual undergoes new experiences inside and outside their work environment. That said, this research aims to investigate the fractalization dynamics of the Identity of English Language Teachers who worked in state public schools (in the state of Mato Grosso, Brazil) in teaching the subject remotely during the Covid-19 pandemic. In the field of Applied Linguistics, as a theoretical bias, we resort to the Theory of Complex Adaptive Systems (LARSEN-FREEMAN, 1997, 2017; DAVIS & SUMARA, 2006; LARSEN-FREEMAN & CAMERON, 2008; SILVA & BORGES, 2016, to name a few) and we adopted the notion of identity as a complex and fractal adaptive system (SADE, 2009; RESENDE, 2009, SADE, 2011a, 2011b). Methodologically, the study uses the qualitative-interpretative research approach (MOITA LOPES, 1994, BORTONI-RICARDO, 2008; FLICK, 2009; PAIVA, 2019) of an ethnographic type (WEI, 2020; ANDRÉ, 2012) developed through research with narratives (BARKHUIZEN et al 2014; LIBLICH et al, 1998; BARCELOS, 2020; ELLIOT, 2005). The results show that the experiences lived by English language teachers inside and outside the classroom, in the context of Emergency Remote Teaching were able to affect their identities and fractalize them, requiring them to adapt and self -organize under such conditions, causing a new behavior to emerge that characterizes them as teachers of Emergency Remote Teaching.

MEMBROS DA BANCA:
Presidente - 82419001 - OLANDINA DELLA JUSTINA
Interno - 52936012 - JULIANA FREITAG SCHWEIKART
Externo ao Programa - 39626001 - VALDIR SILVA