Transnational imaginaries of emerging identities in English teacher education in a period of accommodation to social change in Brazilian Higher Education
The Brazilian government has adopted in the last decade the public policy of expansion of Brazilian Higher Education in order to strengthen processes of social inclusion. In this spirit, the government undertook the construction of new campi in far-from-the-shore cities. This study took place in one...
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| Format: | Article |
| Language: | English |
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Universidade Estadual de Campinas
2019-04-01
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| Series: | Trabalhos em Linguística Aplicada |
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| Online Access: | https://periodicos.sbu.unicamp.br/ojs/index.php/tla/article/view/8654076 |
| _version_ | 1819293013637070848 |
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| author | Souzana Mizan |
| author_facet | Souzana Mizan |
| author_sort | Souzana Mizan |
| collection | DOAJ |
| description | The Brazilian government has adopted in the last decade the public policy of expansion of Brazilian Higher Education in order to strengthen processes of social inclusion. In this spirit, the government undertook the construction of new campi in far-from-the-shore cities. This study took place in one of these campi, which is located in a peripheral city of a big metropolis, where the course of English Teacher Education started in 2009. The course of academic writing for English teachers had as objective to develop the students’ writing together with their critical thinking. The pedagogy of writing we are suggesting, based on Giroux (1988) and Freire (2005), conceives writing as an epistemology, a mode of learning by seeking to find “the thematic universe” or “the cluster of generative topics” that the students wanted to research and write about. The writing process pursued the investigation of the students’ way of thinking of the “real” in the educational context through written language. The texts the students produced revealed transnational imaginaries and literacies that bring ruptures to the dominant model of transnational movements, may they be physical or virtual. In this context, we believe that the ethnographic approach adopted by the course to investigate the cultures and literacies of this community of students contributed to the development of the students’ academic writing skills and to an exchange of world views among the students and teacher that enriched the classroom as a learning space. |
| first_indexed | 2024-12-24T04:03:41Z |
| format | Article |
| id | doaj.art-08966b5ff7144d369cb48f676f26653b |
| institution | Directory Open Access Journal |
| issn | 2175-764X |
| language | English |
| last_indexed | 2024-12-24T04:03:41Z |
| publishDate | 2019-04-01 |
| publisher | Universidade Estadual de Campinas |
| record_format | Article |
| series | Trabalhos em Linguística Aplicada |
| spelling | doaj.art-08966b5ff7144d369cb48f676f26653b2022-12-21T17:16:14ZengUniversidade Estadual de CampinasTrabalhos em Linguística Aplicada2175-764X2019-04-01581Transnational imaginaries of emerging identities in English teacher education in a period of accommodation to social change in Brazilian Higher EducationSouzana Mizan0Universidade Federal de São PauloThe Brazilian government has adopted in the last decade the public policy of expansion of Brazilian Higher Education in order to strengthen processes of social inclusion. In this spirit, the government undertook the construction of new campi in far-from-the-shore cities. This study took place in one of these campi, which is located in a peripheral city of a big metropolis, where the course of English Teacher Education started in 2009. The course of academic writing for English teachers had as objective to develop the students’ writing together with their critical thinking. The pedagogy of writing we are suggesting, based on Giroux (1988) and Freire (2005), conceives writing as an epistemology, a mode of learning by seeking to find “the thematic universe” or “the cluster of generative topics” that the students wanted to research and write about. The writing process pursued the investigation of the students’ way of thinking of the “real” in the educational context through written language. The texts the students produced revealed transnational imaginaries and literacies that bring ruptures to the dominant model of transnational movements, may they be physical or virtual. In this context, we believe that the ethnographic approach adopted by the course to investigate the cultures and literacies of this community of students contributed to the development of the students’ academic writing skills and to an exchange of world views among the students and teacher that enriched the classroom as a learning space.https://periodicos.sbu.unicamp.br/ojs/index.php/tla/article/view/8654076Academic writingCritical approachTransnational literacies. |
| spellingShingle | Souzana Mizan Transnational imaginaries of emerging identities in English teacher education in a period of accommodation to social change in Brazilian Higher Education Trabalhos em Linguística Aplicada Academic writing Critical approach Transnational literacies. |
| title | Transnational imaginaries of emerging identities in English teacher education in a period of accommodation to social change in Brazilian Higher Education |
| title_full | Transnational imaginaries of emerging identities in English teacher education in a period of accommodation to social change in Brazilian Higher Education |
| title_fullStr | Transnational imaginaries of emerging identities in English teacher education in a period of accommodation to social change in Brazilian Higher Education |
| title_full_unstemmed | Transnational imaginaries of emerging identities in English teacher education in a period of accommodation to social change in Brazilian Higher Education |
| title_short | Transnational imaginaries of emerging identities in English teacher education in a period of accommodation to social change in Brazilian Higher Education |
| title_sort | transnational imaginaries of emerging identities in english teacher education in a period of accommodation to social change in brazilian higher education |
| topic | Academic writing Critical approach Transnational literacies. |
| url | https://periodicos.sbu.unicamp.br/ojs/index.php/tla/article/view/8654076 |
| work_keys_str_mv | AT souzanamizan transnationalimaginariesofemergingidentitiesinenglishteachereducationinaperiodofaccommodationtosocialchangeinbrazilianhighereducation |