"A força que nunca seca": narrativas sobre performatividades de professoras/es/ies dissidentes de escolas públicas
Ano de defesa: | 2021 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Não Informado pela instituição
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Programa de Pós-Graduação: |
Pós-Graduação em Letras
|
Departamento: |
Não Informado pela instituição
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País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://ri.ufs.br/jspui/handle/riufs/15158 |
Resumo: | The new profile of Contemporary Applied Linguistics, which is critical, transgressive (PENNYCOOK, 2006), Indisciplinary and mestizo (MOITA LOPES, 2006b), is an interdisciplinary/transdisciplinary movement, whose researchers seek the creation of intelligibility on social problems from a perspective of language that is understood as performance (AUSTIN, 1990) or social practice (MOITA LOPES, 2006b) and that’s why it has a central role in order to talk about the current world. Since it is situated in transgression, indiscipline and miscegenation, this study aims to analyze, through narratives, how the identity performances of dissident teachers of public schools are constructed discursively. Thus, this research draws attention to the existence of the inseparable relationship between identity performances and narratives, because people, when narrating themselves, can reinforce and also recreate who they are (WORTHAM, 2000; MELO; MOITA LOPES, 2014). Based on a queer perspective, identities are not understood, in this study, as preformed, but as performative (BUTLER, 2019a); PENNYCOOK, 2004), since they are produced in language. Thus, performativity (BUTLER, 2019a), as a discursive modality that constructs the subjects, is a possibility of deterritorialization of the "natural" and "essential" character of gender, implying the repeated stylization of the bodies, always within the systems of regulation (BUTLER, 2019a), and also in transformation and subversion. In this sense, performativity puts all gender performances in suspicion, since they are fictional and because they are produced through repeated stylizations. Therefore, in the light of a queer perspective and post-critical studies in education, I adopted the (auto)biographical research as a methodology, with a qualitative and interpretative nature for the generation and interpretation of the data, with emphasis on the narratives (ABRAHÃO, 2004), as well as on narrative interview and questionnaire as data collection instruments for understanding the life trajectories of dissident teachers, whose gender performances resist the production of cisheteronormativity in school daily life. Considering this, I understand this study as performative, since it reverses insults in a political and proud sense, because it narrates forms of existence differently from the depreciated and essentialized way they had been narrated in the past. |
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Alves, José Ricleberson VieiraZacchi, Vanderlei José2022-03-17T17:00:42Z2022-03-17T17:00:42Z2021-07-02ALVES, José Ricleberson Vieira. "A força que nunca seca": narrativas sobre performatividades de professoras/es/ies dissidentes de escolas públicas. 2021. 154 f. Dissertação (Mestrado em Letras) - Universidade Federal de Sergipe, São Cristóvão, 2021.https://ri.ufs.br/jspui/handle/riufs/15158The new profile of Contemporary Applied Linguistics, which is critical, transgressive (PENNYCOOK, 2006), Indisciplinary and mestizo (MOITA LOPES, 2006b), is an interdisciplinary/transdisciplinary movement, whose researchers seek the creation of intelligibility on social problems from a perspective of language that is understood as performance (AUSTIN, 1990) or social practice (MOITA LOPES, 2006b) and that’s why it has a central role in order to talk about the current world. Since it is situated in transgression, indiscipline and miscegenation, this study aims to analyze, through narratives, how the identity performances of dissident teachers of public schools are constructed discursively. Thus, this research draws attention to the existence of the inseparable relationship between identity performances and narratives, because people, when narrating themselves, can reinforce and also recreate who they are (WORTHAM, 2000; MELO; MOITA LOPES, 2014). Based on a queer perspective, identities are not understood, in this study, as preformed, but as performative (BUTLER, 2019a); PENNYCOOK, 2004), since they are produced in language. Thus, performativity (BUTLER, 2019a), as a discursive modality that constructs the subjects, is a possibility of deterritorialization of the "natural" and "essential" character of gender, implying the repeated stylization of the bodies, always within the systems of regulation (BUTLER, 2019a), and also in transformation and subversion. In this sense, performativity puts all gender performances in suspicion, since they are fictional and because they are produced through repeated stylizations. Therefore, in the light of a queer perspective and post-critical studies in education, I adopted the (auto)biographical research as a methodology, with a qualitative and interpretative nature for the generation and interpretation of the data, with emphasis on the narratives (ABRAHÃO, 2004), as well as on narrative interview and questionnaire as data collection instruments for understanding the life trajectories of dissident teachers, whose gender performances resist the production of cisheteronormativity in school daily life. Considering this, I understand this study as performative, since it reverses insults in a political and proud sense, because it narrates forms of existence differently from the depreciated and essentialized way they had been narrated in the past.O novo perfil da Linguística Aplicada Contemporânea, que se quer crítica, transgressiva (PENNYCOOK, 2006), INdisciplinar e mestiça (MOITA LOPES, 2006b), trata-se de um movimento de natureza interdisciplinar/transdisciplinar, cujos pesquisadores buscam a criação de inteligibilidades sobre problemas sociais a partir de uma perspectiva de linguagem que é entendida como performance (AUSTIN, 1990) ou prática social (MOITA LOPES, 2006b) e que tem um papel central de modo a falar sobre o mundo atual. Por estar situado na transgressão, na INdisciplina e na mestiçagem, este estudo objetiva analisar, através de narrativas, como são construídas discursivamente as performances identitárias de professoras/es/ies dissidentes de escolas públicas. Dessa forma, esta pesquisa chama a atenção para a existência da relação indissociável entre as performances identitárias e as narrativas, pois as pessoas, ao se narrarem, podem reforçar e também recriar quem elas são (WORTHAM, 2000; MELO; MOITA LOPES, 2014). Apoiando-se numa perspectiva queer, as identidades não são entendidas, neste estudo, como pré-formadas, mas sim como performativas (BUTLER, 2019a); PENNYCOOK, 2004), visto que elas são produzidas na linguagem. Sendo assim, a performatividade (BUTLER, 2019a), como modalidade discursiva que constrói os sujeitos, é uma possibilidade de desterritorialização do caráter “natural” e “essencial” do gênero, implicando na estilização repetida dos corpos, sempre dentro dos sistemas de regulação (BUTLER, 2019a) e também na transformação e na subversão. Nesse sentido, a performatividade coloca em suspeita todas as performances de gênero, por serem ficcionais e por serem produzidas por meio de estilizações repetidas. Portanto, à luz de uma perspectiva queer e dos estudos pós-críticos em educação, adotei como metodologia a pesquisa (auto)biográfica, de natureza qualitativa interpretativista para a geração e interpretação dos dados, com destaque para as narrativas (ABRAHÃO, 2004) bem como para a entrevista narrativa e questionário como instrumentos de coleta de dados para a compreensão das trajetórias de vida de docentes/ies dissidentes, cujas performances de gênero resistem à produção da cisheteronormatividade no cotidiano escolar. Em vista disso, considero que este é um estudo performativo, pois ele inverte os insultos em um sentido político e de orgulho, à medida em que renarra modos de existir diferentemente da forma depreciada e essencializada que foram narrados no passado.São CristóvãoporLinguísticaProfessoresNarrativas pessoaisIdentidade de gêneroEscolas públicasNarrativasPerformances identitáriasProfessoras/es/ies dissidentesPerformatividadeNarrativesIdentity performancesDissident teachersPerformativityLINGUISTICA, LETRAS E ARTES::LETRAS"A força que nunca seca": narrativas sobre performatividades de professoras/es/ies dissidentes de escolas públicasinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em LetrasUniversidade Federal de Sergipereponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/15158/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALJOSE_RICLEBERSON_VIEIRA_ALVES.pdfJOSE_RICLEBERSON_VIEIRA_ALVES.pdfapplication/pdf1175392https://ri.ufs.br/jspui/bitstream/riufs/15158/2/JOSE_RICLEBERSON_VIEIRA_ALVES.pdfb37c91ad4c599c93c6e0904db8978edbMD52TEXTJOSE_RICLEBERSON_VIEIRA_ALVES.pdf.txtJOSE_RICLEBERSON_VIEIRA_ALVES.pdf.txtExtracted texttext/plain411605https://ri.ufs.br/jspui/bitstream/riufs/15158/3/JOSE_RICLEBERSON_VIEIRA_ALVES.pdf.txtda28e24ecb9098bc1b0e4bf9aa90ec57MD53THUMBNAILJOSE_RICLEBERSON_VIEIRA_ALVES.pdf.jpgJOSE_RICLEBERSON_VIEIRA_ALVES.pdf.jpgGenerated Thumbnailimage/jpeg1382https://ri.ufs.br/jspui/bitstream/riufs/15158/4/JOSE_RICLEBERSON_VIEIRA_ALVES.pdf.jpgebac1809ca305b4da588496ab5971776MD54riufs/151582022-03-17 14:00:42.914oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2022-03-17T17:00:42Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
"A força que nunca seca": narrativas sobre performatividades de professoras/es/ies dissidentes de escolas públicas |
title |
"A força que nunca seca": narrativas sobre performatividades de professoras/es/ies dissidentes de escolas públicas |
spellingShingle |
"A força que nunca seca": narrativas sobre performatividades de professoras/es/ies dissidentes de escolas públicas Alves, José Ricleberson Vieira Linguística Professores Narrativas pessoais Identidade de gênero Escolas públicas Narrativas Performances identitárias Professoras/es/ies dissidentes Performatividade Narratives Identity performances Dissident teachers Performativity LINGUISTICA, LETRAS E ARTES::LETRAS |
title_short |
"A força que nunca seca": narrativas sobre performatividades de professoras/es/ies dissidentes de escolas públicas |
title_full |
"A força que nunca seca": narrativas sobre performatividades de professoras/es/ies dissidentes de escolas públicas |
title_fullStr |
"A força que nunca seca": narrativas sobre performatividades de professoras/es/ies dissidentes de escolas públicas |
title_full_unstemmed |
"A força que nunca seca": narrativas sobre performatividades de professoras/es/ies dissidentes de escolas públicas |
title_sort |
"A força que nunca seca": narrativas sobre performatividades de professoras/es/ies dissidentes de escolas públicas |
author |
Alves, José Ricleberson Vieira |
author_facet |
Alves, José Ricleberson Vieira |
author_role |
author |
dc.contributor.author.fl_str_mv |
Alves, José Ricleberson Vieira |
dc.contributor.advisor1.fl_str_mv |
Zacchi, Vanderlei José |
contributor_str_mv |
Zacchi, Vanderlei José |
dc.subject.por.fl_str_mv |
Linguística Professores Narrativas pessoais Identidade de gênero Escolas públicas Narrativas Performances identitárias Professoras/es/ies dissidentes Performatividade |
topic |
Linguística Professores Narrativas pessoais Identidade de gênero Escolas públicas Narrativas Performances identitárias Professoras/es/ies dissidentes Performatividade Narratives Identity performances Dissident teachers Performativity LINGUISTICA, LETRAS E ARTES::LETRAS |
dc.subject.eng.fl_str_mv |
Narratives Identity performances Dissident teachers Performativity |
dc.subject.cnpq.fl_str_mv |
LINGUISTICA, LETRAS E ARTES::LETRAS |
description |
The new profile of Contemporary Applied Linguistics, which is critical, transgressive (PENNYCOOK, 2006), Indisciplinary and mestizo (MOITA LOPES, 2006b), is an interdisciplinary/transdisciplinary movement, whose researchers seek the creation of intelligibility on social problems from a perspective of language that is understood as performance (AUSTIN, 1990) or social practice (MOITA LOPES, 2006b) and that’s why it has a central role in order to talk about the current world. Since it is situated in transgression, indiscipline and miscegenation, this study aims to analyze, through narratives, how the identity performances of dissident teachers of public schools are constructed discursively. Thus, this research draws attention to the existence of the inseparable relationship between identity performances and narratives, because people, when narrating themselves, can reinforce and also recreate who they are (WORTHAM, 2000; MELO; MOITA LOPES, 2014). Based on a queer perspective, identities are not understood, in this study, as preformed, but as performative (BUTLER, 2019a); PENNYCOOK, 2004), since they are produced in language. Thus, performativity (BUTLER, 2019a), as a discursive modality that constructs the subjects, is a possibility of deterritorialization of the "natural" and "essential" character of gender, implying the repeated stylization of the bodies, always within the systems of regulation (BUTLER, 2019a), and also in transformation and subversion. In this sense, performativity puts all gender performances in suspicion, since they are fictional and because they are produced through repeated stylizations. Therefore, in the light of a queer perspective and post-critical studies in education, I adopted the (auto)biographical research as a methodology, with a qualitative and interpretative nature for the generation and interpretation of the data, with emphasis on the narratives (ABRAHÃO, 2004), as well as on narrative interview and questionnaire as data collection instruments for understanding the life trajectories of dissident teachers, whose gender performances resist the production of cisheteronormativity in school daily life. Considering this, I understand this study as performative, since it reverses insults in a political and proud sense, because it narrates forms of existence differently from the depreciated and essentialized way they had been narrated in the past. |
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2021 |
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2021-07-02 |
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2022-03-17T17:00:42Z |
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2022-03-17T17:00:42Z |
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ALVES, José Ricleberson Vieira. "A força que nunca seca": narrativas sobre performatividades de professoras/es/ies dissidentes de escolas públicas. 2021. 154 f. Dissertação (Mestrado em Letras) - Universidade Federal de Sergipe, São Cristóvão, 2021. |
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https://ri.ufs.br/jspui/handle/riufs/15158 |
identifier_str_mv |
ALVES, José Ricleberson Vieira. "A força que nunca seca": narrativas sobre performatividades de professoras/es/ies dissidentes de escolas públicas. 2021. 154 f. Dissertação (Mestrado em Letras) - Universidade Federal de Sergipe, São Cristóvão, 2021. |
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