To ensure smooth communication and collaboration, here are some troubleshooting tips to address common issues:
Check Internet Connection: Verify that you have a stable and reliable internet connection. Use a wired connection when possible, as it tends to be more stable than Wi-Fi. If using Wi-Fi, make sure you have a strong signal.
Update the Browser or App: Ensure that you are using the latest version of the web browser. Developers frequently release updates to address bugs and improve performance.
Clear Browser Cache: Sometimes, cached data can cause conflicts or issues. Clear the browser cache and cookies before joining the meeting.
Test Audio and Video: Before the meeting, check your microphone and camera to ensure they are working correctly. If you are a speaker, you can click on "Start Practice Session" button test to ensure audio and video devices are functioning.
Close Other Applications: Running multiple applications in the background can consume system resources and lead to performance issues. Close unnecessary apps to free up resources for the Dryfta meeting platform.
Restart Your Device: If you encounter persistent issues, try restarting your computer or mobile device. This can help resolve various software-related problems.
Use Supported Browsers: Ensure you are using a browser supported by the meeting platform. Recommended browsers: Chrome, Firefox, Edge, and Brave.
Allow Necessary Permissions: Make sure the Dryfta meeting platform has the required permissions to access your microphone, camera, and other necessary features.
Disable VPN or Firewall: Sometimes, VPNs or firewalls can interfere with the connection to the meeting platform. Temporarily disable them and see if the issue persists.
Switch Devices: If possible, try joining the meeting from a different device to see if the problem is specific to one device.
Reduce Bandwidth Usage: In cases of slow or unstable internet connections, ask participants to disable video or share video selectively to reduce bandwidth consumption.
Update Drivers and Software: Ensure your operating system, audio drivers, and video drivers are up to date. Outdated drivers can cause compatibility issues with the Dryfta meeting platform.
Contact Support: If none of the above steps resolve the issue, reach out to the platform's support team. They can provide personalized assistance and troubleshoot specific problems.
By following these troubleshooting tips, you can tackle many common problems encountered on Dryfta meeting platform and have a more productive and seamless meeting experience.
20230719T101520230719T1315Europe/Amsterdam[SYMP32] English teaching in contemporary neoliberal framework: narratives that merge or split?Hybrid Session (onsite/online)AILA 2023 - 20th Anniversary Congress Lyon Editioncellule.congres@ens-lyon.fr
Transgressive English language teaching practices in a Brazilian public school: active methodologies through the lenses of Socio-Cultural-Historical Theory (SCHT)
Oral Presentation[SYMP32] English teaching in contemporary neoliberal framework: narratives that merge or split?10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
Desks lined up to silence students' subjectivities and teaching-learning practices centered on the teacher as the master of all knowledge do not make sense when we seek human development for citizens who are socially responsible and fight, for example, against COVID-19, racism, homophobia, feminicide, socioeconomic inequalities, willing to guarantee their well-being as well as that of the others (SERAFIM; TANZI NETO; DIEGUES, in press). In other words, the traditional model of education, which Paulo Freire [1968]/(2021) named the banking model of education, does not promote the development of subjects who are engaged and aware of their collectividuality (STETSENKO, 2022) – a concept that reflects the dialectical relationship between the collective and the individual in constant interaction and social transformation. For this development to happen, students' voices must be heard and in dialogue to build what bell hooks [1994]/(2017) called a learning community. That being said, this presentation aims to reflect on transgressive English language teaching practices developed in a Brazilian public school after the remote learning period ended through the lens of Social-Cultural-Historical Theory, initially developed by Lev Vygotsky [1934]/(2009) and expanded by neovygotskyans (COLE, 1998, NEWMAN; HOLZMAN, 2002, TANZI NETO, 2019, 2020, STETSENKO, 2022, and others). Data may include lesson plans based on active methodologies – "teaching strategies centered on the effective participation of students in the construction of the learning process, in a flexible, interconnected and blended way" (BACICH; MORAN, 2017, p. 4, my translation) –, photographs of students, and students' testimonials. BACICH, L.; MORAN, J. Metodologias Ativas para uma Educação Inovadora: Uma Abordagem Teórico-Prática. Penso Editora, 2017. COLE, M. Cultural Psychology: A Once and Future Discipline. Cambridge, MA: Harvard University Press, 1998. FREIRE, P. Pedagogia do oprimido. 77. ed. Rio de Janeiro/São Paulo: Paz e Terra, 2021. HOOKS, B. (2017). Ensinando a transgredir: a educação como prática da liberdade. 2. Ed. São Paulo: WMF Martins Fontes. NEWMAN, F.; HOLZMAN, L. (2002). Lev Vygotsky: Cientista Revolucionário. São Paulo: Ed. Loyola. SERAFIM, V. F.; TANZI NETO, A.; DIEGUES, U. C. C. (In press 2022). Ensino de inglês e educação híbrida: uma proposta de rotação por estações no 6º ano do ensino fundamental. In: RIBEIRO, F. (Org.). Práticas de Ensino de Inglês. v. 3. São Carlos: Pedro & João Editores. STETSENKO, A. (2022). O desafio da individualidade na Teoria da Atividade Histórico-Cultural: dialética "coletividual" a partir de um posicionamento ativista transformador. Práxis Educativa, v. 17, p. 1-22. TANZI NETO, A. (2019) Verbal-Visual Mediation: cultural artifacts of power and control for studies of school context in Applied Linguistics research. DELTA: Documentação e Estudos em Linguística Teórica e Aplicada, v. 35, n. 3. TANZI NETO, A.; LIBERALI, F.; DAFERMOS, M. (Orgs.) (2020). Revisting Vygotsky for Social Change. Bringing Together Theory and Practice. Peter Lang, NY. VIGOTSKI, L. S. (2009). L. S. Vigotski: A construção do pensamento e da linguagem. 2. ed. São Paulo: Editora WMF Martins Fontes.
Presenters Valeska Favoretti Serafim PhD Student In Applied Linguistics, Federal University Of Rio De Janeiro - UFRJ
DECOLONIAL PERSPECTIVES IN ENGLISH LANGUAGE TEACHING: ANALYSIS OF CONTEMPORARY TEACHING MATERIALS PRODUCTIONS
Oral Presentation[SYMP32] English teaching in contemporary neoliberal framework: narratives that merge or split?10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
In the field of language teaching imbued by colonial perspectives that affirm social segregation, exclude and silence underprivileged voices, shape consciousness to maintain social inequalities sponsored by colonising mechanisms that produce and normalise exclusion of the others, we enter into constant reflection and questioning about our critical-reflective role in the field of language teaching and its fundamental transformative contributions to the development of contemporary learners. Based on Decolonial studies in Applied Linguistics, the objective of this communication is to discuss and problematise theoretical-methodological perspectives for the use of didactic materials in English as a second language for application in the classroom, considering the possible relationships between decolonial conceptions and teaching-learning. In this direction, we address theoretical aspects of the Social-Cultural-Historical Activity Theory (TASHC) (VYGOSTSKY, 1934/2001; LEONTIEV, 1997; ENGESTRÖM, 1999), Applied Linguistics of Resistance (TANZI NETO, 2021), Decoloniality (WALSH, 2019; SANTOS, 2021; PENNYCOOK; MAKONI, 2020), Necropolitics (MBEMBE, 2011) and Necroeducation (LIBERALI, 2021). The methodological basis is the Critical Collaborative Research (PCCol) developed by Magalhães (2007; 2014) whose critical-interventionist basis finds its working method in collaboration. With preliminary results, we present possibilities for the analysis and production of contemporary teaching materials.
Keywords: Decoloniality, English Language Teaching; Didactics Materials.
ENGESTRÖM, Y. (1999). Learning by expanding: an activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit.
LEONTIEV, A. N. (1977). Activity and consciousness. Disponível em: https://www.marxists.org/archive/leontev/works/1977/leon1977.htm. Acesso em: 24.maio.2020.
LIBERALI, F.C. Construir o inédito viável em meio a crise do coronavírus – lições que aprendemos, vivemos e propomos. In: LIBERALI, F. C.; FUGA, V. P.; DIEGUES, U. C. C.; CARVALHO, M. P. (Orgs.). Educação em tempos de pandemia: brincando com um mundo possível. 1. ed. Campinas, SP: Pontes Editores, p. 13-22.
MAGALHÃES, M. C. C. A pesquisa colaborativa em Linguística Aplicada. In: FIDALGO, S. S.; SHIMOURA, A. S. (Orgs.). Pesquisa crítica de colaboração: um percurso na formação docente. São Paulo: Ductor, 2007, p. 148-157.
__________. (2014). Escolhas teórico-metodológicas em pesquisas com formação de professores: as relações colaborativos-críticas na constituição de educadores. In: MATEUS, E.; OLIVEIRA, N.B. (Org.). Estudos críticos de linguagem e formação de professores de línguas: contribuições teórico-metodológicas. Campinas, SP: Pontes, p. 17-47.
MBEMBE, A. Necropolítica. Artes e Ensaios, n. 32, 2016, p. 122-151. Disponível em: https://www.procomum.org/wp-content/uploads/2019/04/necropolitica.pdf
PENNYCOOK, A.; MAKONI, S. Innovations and challenges in applied linguistics from the global south. Routledge, 2020.
SANTOS, B. S. O futuro começa agora: da pandemia à utopia. São Paulo: Boitempo, 2021.
TANZI NETO, Adolfo. Linguística aplicada de resistência: transgressões, discussões e políticas. Campinas: Pontes, 2021.
VYGOTSKY, L. S. [1934] (2001). A construção do pensamento e da linguagem. São Paulo: Martins Fontes.
WALSH, Catherine. Gritos, Gretas e Semeaduras de Vida: Entreteceres do Pedagógico e do Colonial. In: Souza, Sueli Ribeiro Mota & Santos, Luciano Costa. (ORGs.) Entre-linhas: educação, fenomenologia e insurgência popular. Salvador: EDUFBA, 2019.
Ulysses Diegues PhD Candidate, Federal University Of Rio De Janeiro - UFRJAdolfo Tanzi Neto Head Of Departament - Anglo-Germanic Language Studies, Federal University Of Rio De Janeiro - UFRJ
DIVERSITY IN ENGLISH TEACHING: DECOLONIZING PEDAGOGICAL PRACTICES
Oral Presentation[SYMP32] English teaching in contemporary neoliberal framework: narratives that merge or split?10:15 AM - 01:15 PM (Europe/Amsterdam) 2023/07/19 08:15:00 UTC - 2024/07/19 11:15:00 UTC
This communication aims to discuss how the teaching of English, crossed by diversity toward emancipation (Freire, 1970), decolonization (Walsh, 2010), can question the status quo that has been presented in the English textbooks in Brazil. This work is grounded in a decolonial perspective that emphasizes the continuous struggle and survival, against the colonial matrix of power, in all its dimensions, imposed on subaltern and invisible groups (Walsh, 2010; Mignolo, 2017; Santos, 2021). The decolonial perspective promotes the detachment of colonial structures, contributing to the revisiting of the historical events of the past, which implies the recognition of multiple voices coexisting at the same time-space (Walsh, 2010). In this sense, English language teaching can be achieved by a more robust contingent, aiming at being and acting in a more democratic and inclusive way in the contemporary world. In this work, the focus is on images and selected statements from English textbooks that enable teacher and student's interaction considering the multiculturalism (Candau, 2020) of the modern world. The communication seeks to bring cultural diversity as an element in educational and social formation so that new realities are (re)constructed.
Contemporary narratives, especially in social networks and in the discourse of some governments and institutions, dialogue with reductionist and oppressive conceptions in language teaching, since individualities are silenced by normative, dogmatic, and colonial standards. Moreover, racism, homophobia, misogyny, control, among other extremist or totalitarian ideologies, permeate much of contemporary social dynamics. As a counterpoint, interventionist and critical-collaborative educational actions, for example, in the teaching of English are central to problematize colonizing practices nowadays. Aligned with the theme of this symposium and, also, with an Applied Linguistics perspective focused on real-world problems, this study discusses more collective, equitable, transformative, and emancipatory issues (Freire, 1970) of teaching English in order to increase possibilities for a more democratic teaching.
Valeska Favoretti Serafim
Adolfo Tanzi Neto
Daniela Vendramini-Zanella
