PUC-SP, 2005. Advisor: Maria Antonieta Alba Celani. Dissertation: Knowledge construction through the game and concerning the game: foreign language teaching-learning processes and engendering self-reflective practices.
Teacher training; language teaching and learning; discourse genres and language teaching.
2010: Didactic genre transference and foreign language teacher training (2010)
2013: Language Practices in different areas of knowledge in public schools
(Multi)literacy practices, linguistic ideologies, and policies in and for teaching-learning and for English as an Additional Language teacher qualification (2016)
The surge in the use of English as a communicative resource in transnational contexts, intensified by its use as a lingua franca or as an additional language by speakers of a myriad of first languages, by the ethnolinguistic plurality of the great urban centres and by the role new technologies have been playing in the flux of people and information in the contemporary time, have been calling for efforts which problematize the traditional emphasis, in teaching-learning practices and teacher qualification processes, in linguistically and culturally idealized native models. Similarly, the ideology about the existence of autonomous literacy models grounded on the development of written comprehension and production which can be reified in a multitude of contexts has also found itself under scrutiny, especially because of an ideological understanding of literacies which sees literacy practices as situated and ideological (STREET, 1984; 2009). Therefore, it is by looking at crystallised ideologies (VOLOSHINOV, 1929 ) which argue that both what we term English and what we value as literacy practices are always historically, culturally and institutionally situated, that the present project aims at comprehending and problematizing literacy practices and linguistic policies orienting teaching-learning and English as an Additional Language teacher qualification processes in a number of diverse educational spheres. To do so, it is grounded on an ethnographic view of literacies (STREET, 2009; LEUNG; STREET, 2012a, 2012b), of the idea of multiliteracies (COPE; KALANTIZIS et al, 2000), of the Bakhtinian circle’s philosophy of language (BAKHTIN, 1920-24 ; VOLOSHINOV, 1929 ; BAKHTIN, 1953 ), of the notion of linguistic ideology (KROSKRITY, 2004; WOODLARD, 1998) and of the ongoing debate on English as a lingua franca or as an additional/world/international language (RAJAGOPALAN, 2004; CANAGARAJAH, 2006; DEWEY; LEUNG, 2010; JENKINS; COGO; DEWEY, 2011; PARK; WEE, 2011; amongst others). It wishes to a) understand literacy practices and linguistic policies orienting the process of knowledge construction in the field of English as an Additional Language in basic and higher education; b) understand/problematize linguistic ideologies expressed by the participants of these practices; c) understand/problematize power relations legitimated by and/or shaken by/in these practices; d) problematize/reflect on literacies, linguistic ideologies and power relations observed in the micro-situations of literacy practices in focus vis-à-vis the macro institutional and cultural contexts against which both the practices themselves and participants’ views on them are framed.