PUC-RIO, Brazil, 2002. Advisor: Liliana Cabral Bastos. Dissertation: The Implementation of innovation in educational contexts: discourse, identities and narratives in action.
UFRJ, Brazil, 2003/2004. Research Title: The PCNs and the implementation of innovation in educational contexts: from discourse to praxis (completed in 2004).
Discourse, interactional and identity practices in institutional settings (schools, the media, work, family, etc.); Discourse and identity practices in the context of innovation implementation in institutional settings (schools, the media, work, family, etc.).
Completed research projects
Media discourses and identity re-descriptions in institutional settings (2009)
Hybridity in school settings: the micropolitics of gender and sexuality discursive performances (2009) – This project reflects upon the present Brazilian educational context taking into account the challenges and dilemmas of the sociohistorical moment termed Late Modernity, which involves global changes of great magnitude. Among them, the ubiquity of TV media concerning contemporary meaning-making is flagrant. This aspect provides the general frame of the study which, concentrating on the “media culture-school culture” hybrid, favors face-to-face interaction as a privileged site for the investigation of meaning negotiation processes in school settings. The aim is to produce intelligibility regarding phenomena of the following nature: When, how, under which conditions, and with what kind of meaning effects (interactional, corporeal-discursive and educational) do media culture and school culture intertwine, giving rise to identity performances of genders and sexualities? To what extent do such performances and stylizations engender microresistances to panopticism? To guide the observation and analysis of participants’ intersubjective actions, the research proposes to interface sociolinguistic microanalyses (Coupland, 2007; Rampton, 2006) – a theoretical-methodological approach probing into the details of conjointly organized talk and its effects on moment-to-moment interactional moves – and Foulcauldian micropolitics (Foucault, 1979/1995), i.e., the analysis of the molecular workings of power in the enactment and reproduction or transformation of social relationships. The logical articulation suggested is that an accurate scrutiny of both interpersonal actions in the classroom – emphasizing emergent stylizations and identity performances (Coupland, 2007; Rampton, 2006 – and micropowers and “technologies of the self” (Foucault, 1884/2003) may throw light on broader societal tendencies and on more general levels of the power practices, mechanisms and tactics at play in contemporary institutional experiences.
Project linked to the SALÍNGUAS Research Group.