Studies have shown that language tests can and often do have powerful influences on teaching, learning, and the creation and dissemination of educational materials, such as textbooks, in addition to the formation and implementation of language education policies (Au, 2007; Alderson & Wall, 1993; Bailey, 1996, 1999; Cheng, 2008). While the literature provides evidence for this influence, collectively described as ‘impact’, or more specifically, ‘washback’, the form and intensity in which it occurs differ greatly across contexts, due to the dynamic and complex nature of washback phenomena. This case study investigated the washback effects of an English language speaking test, the GMATE (General Multimedia Assisted Test of English), used as an exit examination in a large university in Seoul, South Korea. Developed from the Washback Hypotheses (Alderson & Wall, 1993, p.120-121), there were two main research questions answered through this study: 1) What are the perceived washback effects of the GMATE on teachers’ teaching? 2) What are the perceived washback effects of the GMATE on students’ studying? To answer these and related sub-questions, a mixed-methods approach was taken, including questionnaires, interviews, and classroom observations. This provided a clear picture of what was occurring in this particular context, while offering a voice to the 459 students and 17 teachers who participated in the study. The findings of this study showed that the GMATE indeed had washback effects on the teachers and student participants, and that these effects varied depending on students’ proficiency level, year in school, and term of study. Furthermore, these results supported the notion that washback is highly contextual (Cheng et al., 2014; Cheng, Sun, & Ma, 2015; Cheng, Watanabe, & Curtis, 2004), as this thesis highlighted the importance of bearing in mind sociocultural factors that may contribute to washback effects in this and other unique research contexts.

This critical exploratory study investigates the perceptions and practices of Norwegian lecturers on the implementation of a policy of English as a Medium of Instruction (EMI) at their Higher Education Institution (HEI). It focuses on their attitudes towards English usage, how they have been prepared and cope in the classroom, and looks at their language and pedagogic competences. The socio-cultural context of using English inside and outside the auditorium is explored and leads to questions of Anglo/American influence and Norwegian domain loss. The study is informed by critical Applied Linguistics (CALx), linguistic imperialism and Bourdieu’s theories on social capital and power. It examines teaching through critical pedagogy and Vygotsky’s socio-cultural theory of learning to aid understanding of classroom engagement and communication, and successful learning. This study has been informed by the critical approach to challenge normative assumptions of the use of EMI. Qualitative methods were used to collect data; twenty Norwegian teaching academics were interviewed, of whom five were observed whilst teaching. Careful coding and analysis of the data revealed surprising attitudes and perceptions varying from enthusiasm to anxiety for EMI. The participants generally accepted the top-down decision making by the administration on the increase of EMI and English usage. The influences of globalisation and commodification at HEIs combined with the rapid increase in English usage seem to have led to increased power of the management and bureaucratization. Some participants, mostly from the humanities, felt they lacked voice and agency in the implementation and their preparation for EMI, whilst some from the sciences actively embraced English and some wanted English as the working language in HEIs. There was a general feeling that more time and language resources were needed for professional development to cope with the change to EMI. All the participants worked hard to succeed in EMI; they were aiming at NS language competencies and wanted to be better at grammar, pronunciation and terminology, but seemed unaware of the pragmatic level of communication required for teaching and did not recognise the necessity of pedagogic training for EMI. There was a lack of dialogic teaching making co-constructed learning challenging and transformative pedagogy more difficult to achieve. They adapted to the multi-cultural/lingual classroom in a pragmatic manner, but were not given spaces for counter-pedagogies, critical pedagogy and the ideals of the transformative intellectual. The research reveals five areas of concern: a) inadequate English language at the pragmatic level for the demands of EMI, b) inadequate pedagogic skills for the multi-lingual and cultural classroom, c) concern over local and international students’ level of English, d) standardized, Anglo/American teaching materials leading to a lack of diversity and critical approaches, and e) the threat to academic Norwegian from international academics not learning Norwegian, the publishing reward system at Norwegian HEIs and the perceived status of English, and the resultant decline in dissemination to the general public. However juxtaposed to the above points, most participants experienced the international classroom positively and were well-received by and pleased to be in their academic Community of Practice resulting generally in an ambivalent attitude to EMI.

This study aims to contribute to the growing body of knowledge on the circumstances under which adult education, in particular adult basic education, can support and occasionally initiate participatory development, social action and the realisation of citizenship rights. It traces developments in adult basic education in South Africa, and more specifically literacy and language learning, over the years 1981 to 2001, with reference to specific multilingual contexts in the Northern and Western Cape. The thesis is based on four individual studies, documenting an arc from grassroots work to national policy development and back. Study I, written in the early 1990s, critically examines approaches to teaching English to adults in South Africa at the time and proposes a participatory curriculum model for the additional language component of a future adult education policy. Study II is an account of attempts to implement this model and explores the implications of going to scale with such an approach.  Studies III and IV draw on a qualitative study of an educator development programme after the transition to democracy. Study III uses Bourdieu's theory of practice and the concept of reflexivity to illuminate some of  the connections between local discursive practices, self-formation, and broader relations of power. Study IV uses Iedema's (1999) concept of resemiotisation to trace the ways in which individuals re-shaped available representational resources to mobilise collective agency in community-based workshops. The summary provides a framework for these studies by locating and critiquing each within shifts in the political economy of South Africa. It reflects on a history of research and practice, raising questions to do with voice, justice, power, agency, and desire. Overall, this thesis argues for a reconceptualisation of ABET that is more strongly aligned with development goals and promotes engagement with new forms of state/society/economy relations.

[pt] O objetivo da pesquisa apresentada neste trabalho é buscar entender as trajetórias identitárias de duas professoras de inglês através da análise das narrativas nas quais elas (re)constroem suas histórias de vida profissional. Esta pesquisa está alinhada à Linguística Aplicada e à Linguística Aplicada Crítica que, através de posicionamentos críticos e reflexivos, buscam a reinvenção da vida social e novas formas de produção de conhecimento. Com base na metodologia qualitativa e interpretativista de pesquisa, os dados foram gerados a partir de conversas participativas de pesquisa entre a pesquisadora e as duas professoras. As professoras escolheram os recortes dos dados que consideraram mais relevantes para serem incluídos e analisados na pesquisa, o que fomentou uma prática reflexiva, investigativa e crítica em busca de momentos de aprofundamento de entendimentos. Conduziu-se uma microanálise das narrativas das professoras a partir dos estudos de Labov e dos princípios de coerência e causalidade, especificamente no sistema do senso comum, visando delinear a socioconstrução das escolhas profissionais das participantes. A discussão aponta para o entendimento de que as trajetórias pelas quais construímos nossas histórias de vida não são necessariamente lineares e indica que a principal contribuição desta pesquisa está em propor formas solidárias, inovadoras, híbridas e colaborativas de trabalho entre os participantes da pesquisa. / [en] The objective of the present research is to understand the identity construction of two English teachers as they (re)construct their professional life stories. Within the theoretical framework of Applied Linguistics and Critical Applied Linguistics, this study aims at searching, critically and reflectively, for a reinvention of social life and of forms of knowledge production. Based on a qualitative and interpretive research methodology, the data were generated during participatory research conversations that involved the researcher and the two teachers. The teachers themselves selected the parts of the data that they considered more relevant to be to be included and analyzed in this research, thus fostering a reflexive, investigative, and critical practice that pursued moments of deeper understandings. A micro-analysis of the narratives, based on Labov s studies and on Linde s coherence and causality principles, more precisely on this author s common sense system, yielded understandings on how professional choice is socially constructed. The discussion points towards the understanding that the trajectories through which we build our life stories are not necessarily linear and suggests that the main contribution of the present research lies in the proposal of a more innovative, cooperative and hybrid form of work among research participants.

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2016-06-08T17:39:06Z No. of bitstreams: 2 Dissertação - Maria José Lacerda Rodrigues Hoelzle - 2016.pdf: 7108311 bytes, checksum: 9f7fa47e95fd1e9b36a7852cb41e9184 (MD5) license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2016-06-09T11:23:22Z (GMT) No. of bitstreams: 2 Dissertação - Maria José Lacerda Rodrigues Hoelzle - 2016.pdf: 7108311 bytes, checksum: 9f7fa47e95fd1e9b36a7852cb41e9184 (MD5) license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5) / Made available in DSpace on 2016-06-09T11:23:23Z (GMT). No. of bitstreams: 2 Dissertação - Maria José Lacerda Rodrigues Hoelzle - 2016.pdf: 7108311 bytes, checksum: 9f7fa47e95fd1e9b36a7852cb41e9184 (MD5) license_rdf: 19874 bytes, checksum: 38cb62ef53e6f513db2fb7e337df6485 (MD5) Previous issue date: 2016-03-01 / Fundação de Amparo à Pesquisa do Estado de Goiás - FAPEG / Much of the discourse concerning English teaching as a foreign language in the public school deals with failure. The reasons given range from problems with human resources, such as poor teacher training and students without basic literacies for language learning (JORDÃO, 2010), to structural and financial factors. In this scenario, I believe that, when we, as English teachers, merely have linguistic goals, regardless of the discursive ones, the sense of failure and impotence intensifies. Therefore, I sought to do a study, grounded on Critical Applied Linguistics, in a 6th grade classroom at a public school in Goiânia in order to create engagement moments and to destabilize sociabilities, understood as discursive positions (MOITA LOPES; FABRÍCIO, 2013), which have been crystallized over time in relation to issues such as family, race, gender and social classes. I worked as a teacher researcher and my aims were to analyze: 1) 6th grade students’engagement in critical English classes at a public school; 2) the destabilization moments during interactions driven by the activities proposed; 3) my experience with the critical work. This study is based on postmodernism to demonstrate how truths and totalities went through a crisis and how it was reflected in questions of knowledge, reaching the curricular studies. In this sense, this study was guided by theorizations about curriculum (SILVA, 2000; PARAÍSO, 2004; HENNING, 2009; LOPES, 2013) and critical literacy and multimodalities as new possibilities for language teaching in Brazil (COPE; KALANTZIS, 2005; MENEZES DE SOUZA, 2011; DUBOC, 2012; JORDÃO, 2013; ZACCHI, 2014).The participants who took part in this study were 11 male students and 7 female students, and the data were generated in 25 classes in the second half of 2014. The research instruments were questionnaires, audio-recording of classroom interactions, students’ work, a diary written by me and a final interview. The research is qualitative and is configured as a case study of autoethnographic nature. In the analysis, I could see that most students demonstrated greater engagement in activities of visual and multi-modal meanings, as well as in collective productions. In regard to the destabilizing moments, they occurred discreetly, given the power of crystallized speeches on the topics focused on. Concerning my practice, I believe I could cause destabilization moments, but on several occasions, I perpetuated hegemonic standards or failed to discuss important issues, which I believe to be part of this critical work that I am learning to construct. With regard to oral and written issues, I realized that, even resorting to Portuguese during the oral practice, it is possible to instigate students to think about social issues in English. The use of English language occurred more broadly in individual written assignments. By comparing the positions of the group at the beginning and at the end of the study, I realized that most participants showed satisfaction when dealing with critical issues during English classes. Moreover, most of them realized that "learning" the target language and "discussing" social aspects can happen simultaneously. Overall, the analysis suggests that a critical work can be done in basic education with promising results. / Grande parte dos discursos sobre o ensino de inglês como língua estrangeira na escola pública é de fracasso. As causas apontadas oscilam de problemas com recursos humanos, como a precária formação de professores/as e alunos/as sem os letramentos fundamentais para o aprendizado de línguas (JORDÃO, 2010), a fatores estruturais e financeiros. Nesse cenário, acredito que, quando nós, professores/as de inglês, nos pautamos por objetivos meramente linguísticos, sem levar em conta os fins discursivos, a sensação de fracasso e impotência se intensifica. Assim, busquei realizar uma pesquisa, na perspectiva da Linguística Aplicada Crítica, em uma turma de 6º ano de uma escola pública da cidade de Goiânia, com o intuito de criar momentos de engajamento e de desnaturalizar as sociabilidades, entendidas como posicionamentos discursivos (MOITA LOPES; FABRÍCIO, 2013), que se cristalizaram ao longo do tempo em relação a temas como família, raça, gênero e classes sociais. Atuei como professora pesquisadora e tive como objetivos analisar: 1) o engajamento de estudantes de 6º ano em aulas críticas de Língua Inglesa em uma escola pública; 2) os momentos de desestabilização durante as interações impulsionadas pelas atividades propostas; 3) minha experiência com o trabalho crítico. O estudo se fundamenta no pós-modernismo para demonstrar como verdades e totalidades entraram em crise e como isso se refletiu nas questões do conhecimento, alcançando os estudos curriculares. Nessa direção, o embasamento teórico deste estudo pautou-se pelas teorizações sobre currículo (SILVA, 2000; PARAÍSO, 2004; HENNING, 2009; LOPES, 2013) e sobre letramento crítico e multimodalidades como novas possibilidades para o ensino de línguas no Brasil (COPE; KALANTZIS, 2005; MENEZES DE SOUZA, 2011; DUBOC, 2012; JORDÃO, 2013; ZACCHI, 2014). Participaram do estudo 11 alunos e 7 alunas, e os dados foram gerados em 25 aulas, no segundo semestre de 2014, por meio de questionários, gravação em áudio das interações de sala de aula, produções dos/as alunos/as, um diário escrito por mim e uma entrevista final. Trata-se de uma pesquisa qualitativa, que se configura como um estudo de caso de natureza autoetnográfica. Pude perceber, na análise, que a maioria dos/das alunos/as demonstrou um maior engajamento nas atividades de produção de significados visuais e multimodais, bem como nas produções coletivas. Já os momentos de desestabilização ocorreram de forma discreta, haja vista o poder dos discursos cristalizados sobre os temas abordados. Em relação à minha prática, acredito que consegui provocar momentos de desestabilização, mas, em várias ocasiões, perpetuei normas hegemônicas ou deixei de problematizar aspectos importantes, o que eu acredito ser parte desse trabalho crítico que estou aprendendo a construir. No que diz respeito às questões de oralidade e escrita, percebi que, mesmo recorrendo ao uso do português durante as discussões orais, é possível instigar alunos/as a pensar sobre temas sociais na língua inglesa. A utilização da língua inglesa aconteceu de maneira mais ampla durante as produções escritas individuais. Ao comparar as posturas do grupo no início e no final do estudo, pude perceber que a maioria dos/as participantes demonstrou satisfação ao lidar com temas críticos durante as aulas de inglês e compreendeu que “aprender” a língua alvo e “discutir” aspectos sociais podem ocorrer simultaneamente. De modo geral, a análise sugere que um trabalho crítico pode ser realizado no ensino básico com resultados promissores.

abstract: This linguistic ethnography follows three journalism students (Petra, Penélope, and María) as they engaged in experiential language learning (EX-LL) via collaboration with community members during their Spanish for Specific Purposes (SSP) internship sites in the fields of journalism and medicine within the local Metro Phoenix community. Data were collected over the course of a 15-week semester via ethnographic methods (field notes, interviews, observations, and participant-reported data) to explore how the interns (i) took advantage of their SSP internship experiences to engage in identity work that exceeded the goals of the program and how they (ii) implemented their strategic knowledge via communicative strategies (CSs) during breakdowns in communication with community members related to their SSP internship sites/the social function of such strategies. In order to answer the first research question, the data were analyzed via open and focused coding (Dyson & Genishi, 2005), followed by discourse analysis (Gee, 2005) informed by Critical Applied Linguistics (Pennycook, 2001) and Positioning Theory (Davis & Harré, 1990). To answer the second question, all instances in which the interns implemented communicative strategies were analyzed based upon the categorization repertories established by Dörnyei and Scott (1995a, 1995b, 1997), Lafford (2004), and Tarone and Yule (1987). To go beyond understanding what the interns were saying to why were they saying it, discourse analysis was used (Gee, 2005). The findings show that Petra, Penélope, and María appropriated their SSP internship to engage distinct, yet interrelated language- and ethnic/racial-based identity work. Each intern utilized language (and extra-linguistic elements, such as corporeal expression) to position themselves in different ways within social discourse. Furthermore, this identity work influenced which CSs they utilized, as the social function of many of these strategies was to maintain and/or protect their desired identities. Drawing on these insights, a variety of implications are offered from four viewpoints: implications for (i) EX-LL-based research: colonized versus humanizing research, (ii) critical community collaboration inside and outside of EX-LL, (iii) CSs and communicative competence, and (iv) EX-LL/Languages for Specific Purposes pedagogy and internship design. / Dissertation/Thesis / Doctoral Dissertation Spanish 2018

Submitted by Marlene Santos (marlene.bc.ufg@gmail.com) on 2018-08-28T16:40:09Z No. of bitstreams: 2 Tese - Viviane Pires Viana Silvestre - 2016 (2).pdf: 3443803 bytes, checksum: 454bc848c9c19b34204954dc74b079c3 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-08-29T10:48:09Z (GMT) No. of bitstreams: 2 Tese - Viviane Pires Viana Silvestre - 2016 (2).pdf: 3443803 bytes, checksum: 454bc848c9c19b34204954dc74b079c3 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-08-29T10:48:09Z (GMT). No. of bitstreams: 2 Tese - Viviane Pires Viana Silvestre - 2016 (2).pdf: 3443803 bytes, checksum: 454bc848c9c19b34204954dc74b079c3 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2016-12-07 / In this study, I focus on a teacher education experience lived through a Pibid/Letras/English subproject carried out from August 2012 to February 2014, in partnership with a full-time public school located within the state of Goiás. The main objective of this study is to investigate the potential for critical and collaborative language teacher education favored by the context of Pibid (Programa Institucional de Bolsa de Iniciação à Docência [Institutional Scholarship Program for Initiation to Teaching]). Therefore, this study is guided by the broad scope of Critical Applied Linguistics, with emphasis on postmodern assumptions, combined with decolonial studies. Besides, this is a qualitative research-based inquiry, and it is also characterized as a critical and collaborative education-research for its hybrid peculiarity of research and teacher education taking place simultaneously. In addition to the first chapter focused on methodological aspects, the paper is organized into three other chapters composed of theories stemming both from the literature of the area and the empirical material of the study, focusing on: critical issues, collaboration, and Pibid, respectively. Thus, in the second chapter, I focus on the problematizing practices experienced in this research, sharing concerns about some of the contemporary demands of language teacher education and discussing the teachers’ meaning making of critical teacher education, regarding the following features: self-reflexivity, critical perception, theoretical studies on critical perspectives of language education, problematizing language, and identity engagement. In the third chapter, I emphasize the collaborative practices experienced in this study, under a decolonial perspective, highlighting three central aspects: spaces of speech, flattened hierarchy and teacher agency. In the fourth chapter, I discuss the teachers’ perceptions of Pibid, underlining the initiation and motivation to teaching, research engagement, developments in basic education, and shifts in school-university relationship; I also problematize the role of Pibid towards the challenges of the teaching profession nowadays, especially within the local context of this study. In these discussions, I emphasize both the expanded perspectives and the tensions experienced throughout the process. At the same time, I consider the reinventions of critical and collaborative perspectives of language teacher education and the expansions in the understanding of Pibid that were (not) made possible through this local practice. / Neste estudo, focalizo uma experiência de formação docente vivenciada por meio de um subprojeto Pibid/Letras/Inglês, desenvolvido no período de agosto de 2012 a fevereiro de 2014, em parceria com uma escola pública de tempo integral, situada no interior do estado de Goiás. O objetivo principal deste trabalho é investigar o potencial de formação crítica e colaborativa de professores/as de línguas possibilitada pelo contexto do Pibid (Programa Institucional de Bolsa de Iniciação à Docência). Para tanto, este estudo está orientado pelo amplo escopo da Linguística Aplicada Crítica, com ênfase em pressupostos pós-modernos, articulando-o com estudos de(s)coloniais. Em uma perspectiva ampliada, esta investigação encontra aporte metodológico na abordagem qualitativa de pesquisa e, de modo particular por sua peculiaridade híbrida de investigação e formação docente ocorrendo simultaneamente – é caracterizado como sendo uma pesquisa-formação de viés colaborativo e crítico. Além do capítulo primeiro com foco em aspectos metodológicos, a tese está organizada em três outros capítulos compostos por teorizações advindas tanto da literatura da área como do material empírico do estudo, com foco em crítica, colaboração e Pibid, respectivamente. Assim, no capítulo segundo, focalizo as práticas problematizadoras vivenciadas nesta pesquisa-formação, compartilhando inquietações a respeito de algumas demandas da formação de professores/as de línguas na contemporaneidade e discutindo possíveis sentidos construídos pelo grupo de professores/as acerca da formação crítica docente, com ênfase nos seguintes aspectos: autoquestionamento, percepção crítica, estudos teóricos sobre perspectivas críticas de educação linguística, problematizações sobre língua e engajamento identitário. No terceiro capítulo, enfoco as práticas colaborativas vivenciadas neste estudo, sob uma ótica de(s)colonial, destacando três aspectos que se mostraram fulcrais: espaços de fala, hierarquia horizontal e agência docente. No quarto capítulo, discuto os sentidos construídos pelo grupo docente acerca do Pibid – com destaque para a iniciação e o incentivo à docência, o engajamento com pesquisas, os desdobramentos na educação básica e os deslocamentos na relação escola-universidade – e, por fim, problematizo o papel do Pibid frente aos desafios da profissão docente na atualidade, em especial no cenário local deste estudo. Nessas discussões, ressalto tanto as perspectivas expandidas como as tensões vividas em todo o processo, indicando as reinvenções de perspectivas críticas e colaborativas no contexto local de formação de professores/as de línguas no âmbito do Pibid e ampliando a compreensão sobre o programa por meio dessa experiência localizada.

[pt] Neste estudo de fortes dimensões autoetnográficas (ADAMS; JONES; ELLIS, 2015), investigo o modo de vida ético-político-religioso-plural dos Candomblés (NASCIMENTO, 2016), tendo em conta as histórias elaboradas por mim e por minha Ialorixá (Mãe Simone de Jagun), ambos indivíduos negros, em diálogo sobre nossas vivências dentro e fora do Ilê Asè Jagùn Orùn Ayê, terreiro localizado no bairro de Cosmos (Zona Oeste do Rio de Janeiro). A partir de um olhar qualitativo-interpretativo para conversas reflexivas (MILLER, 2013) acerca de como balancear as diversas áreas da vida, de sermos felizes em nossas escolhas religiosas, de questões familiares, de Candomblé como formação de vida, dentre outros tópicos, busco: identificar quais marcas linguísticas avaliativas (THOMPSON; ALBA-JUEZ, 2014) perpassam nossas interações; conhecer quais emoções (REZENDE; COELHO, 2010) e quais crenças (BARCELOS, 2013) emergem durante esse processo narrativo-avaliativo e a que macrodiscursos, ligados às Cosmopercepções dos Candomblés (ou não), elas estão afiliadas (ou não); entender como esses macrodiscursos operam na construção plural e heterogênea da experiência nos Candomblés. Alinhado aos princípios da Linguística Aplicada Crítica (TANZI NETO, 2021) e da Pedagogia de Terreiro (OLIVEIRA; ALMIRANTE, 2017), conduzo a análise com base na visão performativa de linguagem e de narrativa (MELO; MOITA LOPES, 2014; MELO; ROCHA, 2015), através de três lâminas de observação apresentadas de maneira sobreposta (TEIXEIRA; BIAR, 2019). Na primeira delas, olho para a estrutura das narrativas e para seus principais movimentos retóricos; na segunda, miro o momento em que se narra, a ordem interacional, a dimensão situada em que as narrativas foram coproduzidas por nós; na terceira, opero em um nível mais macrolinguístico, mapeando os discursos e as normas sociais que fazem parte do contexto comunicacional sob escrutínio (BIAR; ORTON; BASTOS, 2021). Durante esse processo de pesquisa em que também procuro quebrar (meus) silêncios, recuperar (minhas) vozes perdidas e desnaturalizar por meio de (minhas) memórias vivas e potentes os efeitos das injustiças sociais sobre nossos corpos negros interseccionados por questões de raça, de gênero, de sexualidade, de classe social (MELO, 2021), entre outras, pude identificar nas nossas interações construções indicativas de uma relação solidária e respeitosa com as vozes, com as emoções, com as crenças e com as histórias de vida um do outro. Entre diversas produções afetivas de desequilíbrio na vida, de culpa no exercício da maternidade, de rejeição familiar e de felicidade nas práticas afrorreligiosas, denunciamos discursos racistas que mobilizam desvios existenciais acerca de nossas vivências nos Candomblés e ao mesmo tempo nos afiliamos a discursos que privilegiam uma trajetória de terreiro onde a diversidade e o cruzamento de diferentes perspectivas trazidas pelos sujeitos são fatores marcantes. / [en] In this study with strong autoethnographic dimensions (ADAMS; JONES; ELLIS, 2015), I investigate the ethical-political-religious-plural way of life of Candomblés (NASCIMENTO, 2016), taking into account the stories elaborated by me and by my Ialorixá (Mãe Simone de Jagun), both black individuals, in dialogue about our experiences inside and outside Ilê Asè Jagùn Orùn Ayê, our temple located in the neighborhood of Cosmos (West Zone of Rio de Janeiro). Through a qualitative-interpretative examination of reflective conversations (MILLER, 2013) about how to balance the various areas of life, about being happy in our religious choices, about family matters, about Candomblé as life learning, among other topics, I seek to: investigate the evaluative linguistic marks (THOMPSON; ALBA-JUEZ, 2014) in our interactions; recognize the emotions (REZENDE; COELHO, 2010) and the beliefs (BARCELOS, 2013) that emerge during this narrative-evaluative process and identify to which macrodiscourses, linked to the Cosmoperceptions of Candomblés (or not), they are affiliated (or not); understand how these macrodiscourses operate in the plural and heterogeneous construction of the experience in Candomblés. Aligned with the principles of Critical Applied Linguistics (TANZI NETO, 2021) and of Terreiro Pedagogy (OLIVEIRA; ALMIRANTE, 2017), I conduct the analysis based on the performative view of language and of narrative (MELO; MOITA LOPES, 2014; MELO; ROCHA, 2015), through three observational layers presented in an overlapping manner (TEIXEIRA; BIAR, 2019). In the first one, I look at the structure of the narratives and at their main rhetorical movements; in the second, I focus on the moment in which narration takes place, the interactional order, the situated dimension in which the narratives were coproduced by us; in the third, I operate at a more macrolinguistic level, mapping the discourses and the social norms that take part in the communicational context under scrutiny (BIAR; ORTON; BASTOS, 2021). During this research journey in which I also seek to break (my) silences, rediscover (my) lost voices and denaturalize, through (my) living and powerful memories, the effects of social injustices on our black bodies intersected by issues of race, gender, sexuality, social class (MELO, 2021), I could identify, in our interactions, constructions of a supportive and respectful relationship with each other s voices, emotions, beliefs and life stories. Among several affective productions of unbalance in life, guilt in the exercise of motherhood, family rejection and happiness in afro-religious practices, we denounced racist discourses that mobilize existential deviations of our experiences in Candomblés and, at the same time, we aligned ourselves with discourses that privilege a trajectory where diversity and different perspectives brought by individuals are outstanding factors.

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This classroom ethnography documents the developing critical literacy pedagogy of an English for Academic Purposes (EAP) instructor over the course of several terms. My research, which involved extensive collaboration with the EAP instructor, explores how specific classroom practices and discourses are enacted and mediated through dialogic intertextualities, material objects, and social actions that frame representations about language, literacy, and what Lefebvre (1988) called “le quotidien” – the everyday, and how these affect the students’ meaning-making potential in specific ways. It also traces the contours (and detours) of the instructor’s classroom practices after the researcher’s mediation in the form of collaborative inquiries on functional grammar and critical literacy, and the effects of these classroom practices on making meaning in her EAP classes. I consider several issues from an integrated theory and practice perspective. Because of an urgent need to understand the students’ practices and epistemologies as they engage in ever newer forms of multimodal text productions, I contend that EAP classroom practices must be reshaped to facilitate more (inter)active engagements of the multimodal texts that saturate students’ lives, both inside the class and outside. Related to this, I highlight in my classroom data what actually counts as the ‘critical’ or the ‘uncritical’ in this EAP classroom and argue why these distinctions matter. Lastly, I suggest ways in which the role of a critical multiliteracies education in EAP can meet the pragmatic needs of both students and teachers. My research contributes to a much-needed dialogue between critically oriented researchers and practitioners in the field of TESOL/Applied Linguistics by bridging the gap between theory and practice. The lessons learned from this collaborative classroom praxis point to concrete ways to help EAP teachers and students utilize their meaning-making potential. This involves equipping them with an expanded social semiotic tool-kit that can enable them to not only meet their immediate academic needs, but also help create a more active and possibly transformative role in the social constructions of discourse, language, and society. This doctoral dissertation has implications for those who are involved in EAP teaching and research, curriculum planning, teacher training, and student needs assessment.