Banca de QUALIFICAÇÃO: LUIZ ALBERTO CELESTINO PESSOA PIMENTEL

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : LUIZ ALBERTO CELESTINO PESSOA PIMENTEL
DATE: 16/09/2026
TIME: 14:00
LOCAL: google meet
TITLE:

LITERATURE TEACHING FROM A CRITICAL, DECOLONIAL, AND HUMANIZING PERSPECTIVE: LITERARY LITERACY IN VOCATIONAL EDUCATION

KEY WORDS:

Keywords:Literature teaching; High School integrated with Vocational and Technological Education; Literary literacy; Decoloniality; Multiliteracies.

PAGES: 194
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

ABSTRACT

In Brazil, in general, the teaching of literature has been guided by an instrumental and utilitarian conception of literature at school, despite the guidelines of the official documents guiding education in basic education. In this thesis, we discuss the possibilities of reinterpretation of literature teaching in high school integrated with professional and Vocational and Technological Education (VTE) with a view to overcoming a traditional teaching model, focused on aspects through the development of a literary literacy project in a critical, humanizing and decolonial perspective. The research was conducted with first-year students enrolled in the Integrated Secondary Education program at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN), Parnamirim Campus, during the second semester of 2023. The investigation adopted a qualitative, interpretive, and ethnographic approach, characterized as critical and emancipatory action research. It was drawn on Applied Linguistics from a critical, transgressive, and undisciplined perspective, sociocultural literacy studies, literary literacy, critical pedagogy, and decolonial studies, The main objective of the study was to investigate whether literature teaching, mediated by literacy projects from a decolonial perspective, can contribute to students' critical development. To this end, the literacy project entitled Literature, Art, and Life was developed to foster dialogue between students' memories and experiences and literary texts by contemporary Brazilian authors through interdisciplinary and interartistic practices. It involved different languages and media. Data were generated through questionnaires, written productions, audiovisual records and field notes. They were analyzed within a qualitative paradigm. The findings demonstrate that working with literary literacy projects and workshops promotes the development of more meaningful, contextualized, and dialogical pedagogical practices. It increases student engagement and fosters the development of critical, reflective, and socially engaged readers. Furthermore, the practices developed have enabled the integration of multiliteracies and the use of digital technologies, contributing to a deeper and more situated reading of literary texts. It was also observed that students began to recognize themselves in the texts, assigning meanings that dialogue with their reality and their experiences, which strengthened the agency and their ability to problematize social issues. We can therefore conclude that literature teaching in VTE (EPT) can be reconceptualized through literacy projects grounded in a decolonial perspective, contributing to the development of critical and ethical individuals committed to social transformation. The research reaffirms the role of schools in promoting an education that goes beyond technical training by valuing literature as a social practice capable of humanizing, emancipating, and giving voice to students, especially those from socially vulnerable contexts.

COMMITTEE MEMBERS:
Externo à Instituição - DAYVESON NOBERTO DA COSTA PEREIRA - IFRN
Presidente - ***.525.604-** - IVONEIDE BEZERRA DE ARAÚJO SANTOS MARQUES - IFRN
Externo ao Programa - 1034835 - JOAO BATISTA DE MORAIS NETO - nullInterno - 1000286 - ORISON MARDEN BANDEIRA DE MELO JUNIOR