Pontifical Catholic University of Rio de Janeiro (PUC-Rio), 2006. Supervisor: Lúcia Pacheco de Oliveira. Thesis: English teaching coursebooks in a sociodiscursive perspective: cultures, identities and post modernity.
Pedagogic material production and evaluation, critical literacy, language teaching and teacher qualification, the socioconstructionist nature of language, discourse, social identities and cultures.
Identitary practices in coursebooks: discourse and voice circulation in knowledge construction (2011)– Pedagogic material, and coursebooks in particular, perform a major role in the Brazilian language teaching context. Although coursebooks ideally operate as facilitators in teaching-learning processes, many programmes and syllabi are entirely based on the choice of a coursebook. Thus, both the methodological approach favoured by the coursebook and the teacher’s use of that tool are of major relevance to the teaching-and-learning process. Moreover, it is worth bearing in mind that, in the current contemporary context (FRIDMAN, 2000), characterized by its fragmentation, fluidity and diversity (MOITA LOPES, 2002, 2003a), and by the impacts of globalization (BAUMAN, 1999), a moment in which, more than ever, cultural plurality seems to be highlighted, the teaching of foreign languages (particularly English) has the purpose of promoting the social inclusion of students in the globalized world through the use of language, whether in their first language or in a foreign one. In accordance with recent governmental orientations for education – the National Curricular Parametres (2002, 1999, 1998) and the Curricular Orientations (2006, 2004) –, schools must focus on students’ development as citizens. Within that perspective, the National Orientations for High School (2006) underscore the importance of multiliteracies and of critical literacy, that is, of enabling students not only to be inserted in the contemporary world, crisscrossed by multisemioses, but to act upon it and contribute to its transformation. According to the official documents, language teaching must, therefore, (1) include the discussion of topics which allow for the construction of citizenship and which respect students’ identities (inclusion); and (2) collaborate to the construction of skills and competences in the use of language (acting).
This research practice is linked to the Centre for Research in Language Teaching (NUPEL).o ao Núcleo de Pesquisa sobre Ensino de Línguas (NUPEL).