21.4438, Diss: Applied Ling: Semechechem: 'Literacy and Identities in a ...'

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LINGUIST List: Vol-21-4438. Sat Nov 06 2010. ISSN: 1068 - 4875.

Subject: 21.4438, Diss: Applied Ling: Semechechem: 'Literacy and Identities in a ...'

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1)
Date: 25-Oct-2010
From: Jakeline Semechechem [jasemechechem at yahoo.com.br]
Subject: Literacy and Identities in a Multilingual Town in Southeast of Paraná State (Brazil)
 

	
-------------------------Message 1 ---------------------------------- 
Date: Sat, 06 Nov 2010 11:59:44
From: Jakeline Semechechem [jasemechechem at yahoo.com.br]
Subject: Literacy and Identities in a Multilingual Town in Southeast of Paraná State (Brazil)

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Institution: University of Maringá-Brazil 
Program: Masters in Linguistic Studies 
Dissertation Status: Completed 
Degree Date: 2010 

Author: Jakeline Semechechem

Dissertation Title: Literacy and Identities in a Multilingual Town in Southeast 
of Paraná State (Brazil) 

Linguistic Field(s): Applied Linguistics


Dissertation Director(s):
Neiva Maria Jung

Dissertation Abstract:

This paper reports a qualitative-interpretive ethnographic research method
which investigated what kind of identities would be relevant and negotiable
in talk-interaction during literacy events, at Prudente de Moraes School,
inside a multilingual contextualized town, in Southeast of Paraná State,
Brazil. To support this work, on 3th level of Secondary Education Class, 18
hours of lectures were recorded on audio and video and later transcribed.
Questionnaires and interviews were filled by those students and teachers.
In order to improve the comprehension besides situated talk-in-interaction,
researcher's field work notes were incorporated into this work. Participant
observation, as well interviews and questionnaires were similarly applied
to the community. These methods were all based on Data Collection methods
of Ethnographic Methodology skills. Theoretical background that based the
data analysis was: New Literacy Studies (NLS), with its Socio-Cultural
Approach, Ethnomethodological Conversation Analysis with their
Methodological-Analytic Procedures (ECA) and Interactional Sociolinguistics
(IS) as well Ethnomethodological Concepts of Identity and also Membership
Categorization Analysis, (MCA). About results, talk-interaction data
analysis showed on sequentiality talk-interaction, beyond the membership
categorizations as teacher, as student and other kinds of social
identities, revealed other identities roles such as ethnic identity,
ruralist identity and religious identity. Some of those identity roles were
assumed such as the Germanic identity, Ukrainian identity and Catholic
identity. On the other side, some identity roles such as the evangelical
religious identity and the ruralist identity were rejected. The ruralist
identity had been denied by some members, but it was assumed by these
members, just when the teacher class, assumed herself as a member of this
ruralist identity. About Literacy issues data indicated clearly that these
social identities interfere with those members who negotiate them and with
the literacy events configuration too. About community, school database
showed perceptible identity process stuff and conflicts which have been
existing in this town and indicates the presence of a 'minoritarizated'
multilingual context where relationships are not homogeneous but also there
are identities which are more legitimated than the others, depending on
local values and the negotiation among different ethnic, social and
religious groups. In addition, the community has been in transition at the
moment. Population rearrangement approaches, new religions and orientation
for an urban way of living inside a predominant rural community corroborate
the identity conflicts in this town. 




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