Título: | WHY CONTINUE OUR ACADEMIC EDUCATION?: AN AUTOETHNOGRAPHIC JOURNEY IN SEARCH OF UNDERSTANDINGS FROM THE PERSPECTIVE OF EXPLORATORY PRACTICE | ||||||||||||
Autor: |
THELMA CHRISTINA RIBEIRO CORTES |
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Colaborador(es): |
INES KAYON DE MILLER - Orientador ADRIANA NOGUEIRA ACCIOLY NOBREGA - Coorientador |
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Catalogação: | 29/MAI/2023 | Língua(s): | PORTUGUESE - BRAZIL |
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Tipo: | TEXT | Subtipo: | THESIS | ||||||||||
Notas: |
[pt] Todos os dados constantes dos documentos são de inteira responsabilidade de seus autores. Os dados utilizados nas descrições dos documentos estão em conformidade com os sistemas da administração da PUC-Rio. [en] All data contained in the documents are the sole responsibility of the authors. The data used in the descriptions of the documents are in conformity with the systems of the administration of PUC-Rio. |
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Referência(s): |
[pt] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=62695&idi=1 [en] https://www.maxwell.vrac.puc-rio.br/projetosEspeciais/ETDs/consultas/conteudo.php?strSecao=resultado&nrSeq=62695&idi=2 |
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DOI: | https://doi.org/10.17771/PUCRio.acad.62695 | ||||||||||||
Resumo: | |||||||||||||
Intrigued and curious to understand possible reasons that lead people to continue
their academic studies, the main purpose of this research is to understand, through
discourse, what motivations led three friends and I to continue our academic education,
enrolling in master s and doctorate programs. From the verbalization of our motivations,
I reflect critically on the way that identities and emotions shape our perceptions of
ourselves and the reasons that led us to continue our education. In order to do this, I turn
to an interdisciplinary theoretical framework, which includes: the contemporary
perspective of Applied Linguistics; Exploratory Practice; identities; narratives; emotions;
autoethnography and Appraisal System. This research is part of the qualitativeinterpretative paradigm, being closely related to Contemporary Applied Linguistics, to
the ethical-methodological perspective that characterizes Exploratory Practice and to
practitioner research. I analyse exploratory conversations, conceptualized as reflective
dynamic processes that generate new understandings about issues that emerge from life
in different contexts, including the academic one. From the analysis of these
conversations, I understood that, when we tell narratives, my friends and I co-construct
our identities as researchers and teachers through explicit linguistic manifestations of
positive and negative affects and judgments. These manifestations also occurred when we
addressed the relationships we had and still have with friends and family, with our
master s and doctoral advisors and with other professors throughout our education. These
findings make me reflect on the importance of the encouragement of family and friends,
as well as that of teachers and educators in students lives.
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