Banca de DEFESA: FRANCISCO MÁRIO CARNEIRO DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : FRANCISCO MÁRIO CARNEIRO DA SILVA
DATE: 07/02/2024
TIME: 14:00
LOCAL: PGLETRAS/CAC
TITLE:

A SYSTEMIC-FUNCTIONAL STUDY ON THE REPRESENTATION OF BELIEFS OF MALE CHILDHOOD TEACHERS - or when identity is thought of grammatically

KEY WORDS:

Belief representation; professional identity; systemic-functional linguistics; transitivity system.

PAGES: 146
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUMMARY:

In this research, I aim to analyze, through the Transitivity System of Systemic-Functional Linguistics (SFL), how male preschool teachers represent their beliefs and construct their professional identity based on their oral reports. According to Halliday and Matthiessen (2014), I recognize that language has the function of constructing our experience of the world (internal and external), and language is conceived in its function of representation. By representation, I mean the possibility of creating “reality” through the lexical-grammatical selection made by language users. Representation, as Fuzer (2008) points out, is constituting versions of reality signified through language. In LSF, I opted for the Transitivity System, linked to the experiential subfunction of the Ideational Metafunction, as a theoretical-analytical tool for detecting and describing the beliefs present in teachers' professional identities. In addition to the notion of representation from LSF, I use the notion of Cultural Identity (Hall, 2006; 2016; Woodward, 2014; Machado, 2020) and the notion of Beliefs from Applied Linguistics (Barcelos, 2001, 2007; Assis-peterson; Cox; Santos, 2010; Vieira, 2019). The corpus consisted of seven oral reports by male preschool teachers from three municipalities in Ceará: Fortaleza, Pecém and Morada Nova. In the analysis of the data, I detected that the teachers mobilize a set of beliefs based on some representations, namely: representation of the characteristics that an Early Childhood Education teacher needs to have; of their professional identities; of their teaching experiences in Early Childhood Education; of their motivations; of the school community; of inexperience in relation to childcare; of the male gender as the holder of power; of affinity with the area in which they work; of strategies for staying in the job and of the absence of men as Early Childhood Education teachers. In addition, detecting and describing beliefs through representations allowed me to draw up an identity profile of how these teachers conceive of themselves as professionals in this segment of teaching.

 

COMMITTEE MEMBERS:
Presidente - 1767200 - MARIA MEDIANEIRA DE SOUZA
Interno - 2991976 - RICARDO RIOS BARRETO FILHO
Externa à Instituição - CAMILA STEPHANE CARDOSO SOUSA - UFC
Externa à Instituição - MARIA EUGENIA BATISTA - UNIFESP