Banca de QUALIFICAÇÃO: D'AVILLE HENRIQUE VIANA GARCIA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : D'AVILLE HENRIQUE VIANA GARCIA
DATE: 20/10/2026
TIME: 14:00
LOCAL: Online
TITLE:

The Portuguese Language Textbook as a Site of Contestation Between Colonial and Decolonial Epistemologies: A Dialogic-Decolonial Analysis

KEY WORDS:

Textbook series Linguagens: Português; artistic-literary field; decoloniality; dialogic-decolonial analysis of discourse.

PAGES: 171
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:

This research investigates how the textbook series Linguagens: Português (Languages: Portuguese)—authored by William Cereja and Carolina Dias Vianna, intended for the final years of elementary education, and approved by the National Textbook and Teaching Material Program (PNLD 2024)—either challenges or reproduces colonial and decolonial epistemological frameworks in its selection and treatment of texts from the artistic-literary sphere. It is grounded in the understanding that the textbook, beyond serving as a pedagogical tool, plays a role in selecting, organizing, and legitimizing the voices, forms of knowledge, and perspectives that constitute school-based knowledge. The general objective is to analyze how artistic-literary texts are incorporated into the series, considering the sociocultural and axiological stances shaping their selection and their didactic-discursive treatment, with particular attention to African, Afro-Brazilian, and Indigenous works. The study is situated within the field of Applied Linguistics, adopts a qualitative-interpretative approach, and integrates premises from the dialogic perspective of language—associated with the Bakhtin Circle (Bakhtin, 2010, 2015, 2016, 2017; Volóchinov, 2017, 2019; Medviédev, 2012) and its contemporary interlocutors—and with decolonial thought (Quijano, 2005; Mignolo, 2003; Walsh, 2009; Ocaña, Arias, & Conedo, 2018; among others). The analytical process is organized into three movements: mapping the selection and distribution of the artistic-literary texts; analyzing the didactic-discursive treatment applied to them; and problematizing the epistemological relationships and hierarchies that permeate their pedagogical adaptation. The partial results obtained so far indicate that the quantitative diversity of authors and genres should not be directly equated with the diversity of sociocultural and epistemological positions embodied by the collection, and that the relevance of a voice stems not only from its recurrence but also from the discursive functions it assumes within the collection's didactic organization.

COMMITTEE MEMBERS:
Presidente - 1000286 - ORISON MARDEN BANDEIRA DE MELO JUNIOR
Interna - 3496982 - LIVIA PENEDO JACOB
Externa à Instituição - IGARA MELO DANTAS - IFPA
Externa à Instituição - TATIANI DAIANA DE NOVAES - IFRN