Autoetnografia e processos de subjetificação em educação linguística: (trans)formações de uma professora de inglês
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Data
2020-02-18
Autores
Fadini, Karina Antonia
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Editor
Universidade Federal do Espírito Santo
Resumo
In order to tackle and transcend frontiers and pre-established conceptions in relation to language and teacher education, it has been common in our liquid society (BAUMAN, 2001) to reach for new ways of seeing the world. These new postmodern ways of seeing it and being, assisted by Critical Applied Linguistics (PENNYCOOK, 2001) and their decolonial perspectives, are also reflected in research projects and their methodological contributions. For this reason, we see in Autoethnography (ELLIS, 2004) a methodological option in research for additional language teachers’ continued education as a meaningful and more profound process of analysis and theoretical reflection over their practices. The present autoethnographic study is based on the researcher’s own loci of enunciation, under her own perceptions of the world, forming a narrative that builds subjectivity in a transpersonal way; within a relationship that can be established between personal and collective memories, and in historicized and contextualized ways. Thus, the purpose here is to show by means of practice how positively conducive this methodology can be for a language teacher-researcher. This type of research also aims at expanding methodological, ethical and interpersonal processes, as well as fostering new ways of creating and building knowledge within the educational field. It has qualitative nature (BOGDAN; BIKLEN, 1982), and data generation takes place through open written questionnaires and conversation groups, field notes and audio recordings, containing author and participants’ opinions and narratives. The participants-characters include (former) students, (former) colleagues in profession and studies, and former professors, that is, individuals with diverse views but who shared some same stories lived by the autoethnographer throughout her education and practices as a language teacher. These data are intertwined with “ethno” analyzes, and used as a background to generate new data and deal with specific and diverse subjects, objects of theoretical deepening, at the same time that processes of subjectification and (self) (trans)formations are occurring with the teacher-researcher-author of this dissertation during its writing process.
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Autoetnografia , Educação linguística , Subjetificação