Text production exercises Issues in Research Methodology II Professor Sabine Mendes Moura

Apresentação em tema: "Text production exercises Issues in Research Methodology II Professor Sabine Mendes Moura"— Transcrição da apresentação:

1 Text production exercises Issues in Research Methodology II Professor Sabine Mendes Moura sabine.mendes@gmail.com

2 Dialogues... VAN LIER, L. Some features of a Theory of Practice. In: TESOL Journal 4, vol 1, 6-10. 1994. “One often hears ESL teachers in schools and in adult education complain that their status within their institution and school district is lower than that of other teachers and that the resources for carrying out their work are correspondingly meager. In addition, many ESL teachers have to cobble together a living from a few hours of part-time teaching here and there, traveling from school to school, without their own classroom, and (in the United States at least) often without health insurance. What possible justification could there be, one might ask, for recommending that this embattled group of teachers engage in research? Isn´t it merely one more indication that academia is completely out of touch with reality?” (p. 6)

3 Dialogues... VAN LIER, L. Some features of a Theory of Practice. In: TESOL Journal 4, vol 1, 6-10. 1994. “Theorists as well as practitioners have a strong tendency to believe that research is part of theory and that theorizing is an essentially separate activity from practicing. Researchers build theories and need not be involved in practical affairs. Practitioners, on the other hand, need not theorize, though perhaps they should search existing theories for findings (i.e. things ‘found’ by theoretical researchers) relevant to their work. This separation must be broken down and a new dynamic interrelationship between theory, practice and research established. Practice must be seen as an opportunity to do research, and as a source of theory. A practitioner must be a theorist, and a theorist must also be a practitioner. In a theory of practice it is therefore nonsense to speak of ‘pure’ or ‘applied’ research because the concept of theoretical purity is meaningless. We might as well say that a pure mother is one who never touches her child” (p. 7)

4 Dialogues... KUMARAVADIVELU, B. Critical Classroom Discourse Analysis. TESOL Quartely, vol. 33, n. 3, 1999. “Discourse thus designates the entire conceptual territory on which knowledge is produced and reproduced. It includes not only what is actually thought and articulated but also determines what can be said or heard and what silenced, what is acceptable and what tabooed. Discourse in this sense is a whole field or domain in which language is used in particular ways. This field or domain is produced in and through social practices, institutions, and actions” (p. 460)

5 Dialogues... FABRÍCIO, BF, BASTOS, LC. Narrativas e identidade de grupo: a memória como garantia de “nós” perante o “outro”. Capítulo 1. In: PEREIRA, MGD, BASTOS, CRP, PEREIRA, T.C. Discursos socio-culturais em interação. Interfaces entre a narrativa, a conversação e a argumentação: navegando nos contextos da escola, saúde, empresa, mídia, política e migração. Rio de Janeiro: Garamond, 2009. “práticas discursivas, práticas identitárias e mundo social se encontram entrelaçados, em permanente relação de implicação mútua, já que se constituem e são constituídos uns pelos outros. Esse processo de retroalimentação e diálogo resulta na impossibilidade de geração de conhecimento acerca da organização da vida social desligada de seus atores e de sua produção discursiva. Resulta, ainda, na consideração dos saberes por nós constituídos como sistemas abertos e em constante movimento, embora, na percepção do senso comum, eles pareçam estáveis. A idéia de fixidez e permanência, entretanto, seria advinda de práticas discursivo-identitárias habitualizadas que tendemos a seguir ritualisticamente em nosso cotidiano” (p. 40)

6 Justifying (CAGLIARI, 2003, p.5)

7 Justifying (ENGESTRÖM, 2000, p.960)

8 Justifying (ST. PIERRE, 1997, p. 180)

9 Analyzing (Duranti, 2012, p. 13)

10 Analyzing (Erickson, 2004, p. 4)

11 Analyzing (BUCHOLTZ; HALL, 2005, p.595)

12 Analyzing (FAIRCLOUGH, 2001)

13 Analyzing (RESENDE; RAMALHO, 2009)

14 Analyzing (GOUVEIA, 2009)

15 SAMPLE DATA (MOURA, 2013)

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