Her research project is - Critical Literacy in Public Schools: An Experience in Foreign Language Teachers’ Education
The world is changing continuously and rapidly, and becomes increasingly "digitized" (LANKSHEAR; KNOBEL, 2003). The contact between cultures from different parts of the world becomes increasingly possible and frequent (LEMKE, 1998). The presence of different cultures in our own country and in our own community is also increasingly evident. How can we keep up with technological changes in our society? What is the role of education in the training of individuals in this new world? What does it mean to be a citizen in today's world? What is the role of public schools in the formation of citizenship? Does the teaching of foreign language interfere in this process? These and other issues will be the starting point for this project, based on the notions of cultural diversity, globalization / localization, and the notions of New Literacy, Multi-Literacy and Critical Literacy.
Menezes de Souza and Monte-Mor (2007) say the world has changed. This transformation affects all sectors of our society: the school has changed, means of transportation have changed, work relations changed, to name just a few simple examples. Technology has become almost ubiquitous in our lives (LANKSHEAR; KNOBEL, 2003). In this constantly changing world, institutions must learn to adapt quickly to new demands of a highly technological society. But what is technology? Menezes de Souza and Monte-Mor (2006) state that technology is the application of specific instruments invented by men with the objective of extending their natural abilities. Thus, it may be possible to think of pre-scientific technology, or as old as the skills to produce fire, the invention of the wheel and the advent of writing. These technologies have transformed the world in irreversible ways. Western societies constantly use reading and writing, and therefore these societies are characterized as a "literate" (Soares, 2006). Although some individuals in these societies can’t write (such as children and illiterate people, for example), they are also affected by the constant social use of reading and writing.
Andrea Mattos holds a M.A. in Applied Linguistics and is now taking her Ph.D. in Linguistic Studies in English São Paulo University, Brazil. Her field of research is Critical Literacy, focusing on English as a Foreign Language (EFL) and Teacher Education. She is professor of English language and Applied Linguistics at the Federal University of Minas Gerais, Belo Horizonte, Brazil.
MATTOS, A. M. A. (Ed.). Narratives on Teaching and Teacher Education: an international perspective. New York: Palgrave/MacMillan, 2009.
MATTOS, A. M. A. "Great expectations": understanding hope through EFL teachers’ narratives. In: GONÇALVES, G. R.; ALMEIDA, S. R. G.; PAIVA, V. L. M. O.; RODRIGUES-JÚNIOR, A. S. (Eds.). New Challenges in Language and Literature. Belo Horizonte: FALE/UFMG, 2009. p. 41-51.
MATTOS, A. M. A. Narrativas de esperança: atos de fala de emoção. In: Proceedings III SIMPÓSIO INTERNACIONAL SOBRE ANÁLISE DO DISCURSO, 2008, Belo Horizonte: UFMG, 2008. 1 CD-ROM.
MATTOS, A. M. A. Colaboração e Confiança na Formação do Professor de Língua Estrangeira. Signum: Estudos de Linguagem, v. 10, p. 11-31, 2007.
MATTOS, A. M. A.; SOUZA, R. A. O ensino e a aprendizagem da pronúncia do inglês. In: PAIVA, V. L. M. O. (Ed.). Práticas de ensino e aprendizagem de inglês com foco na autonomia. 2nd. ed. Campinas: Pontes, 2007. p. 83-102.
MATTOS, A. M. A. Para compreender a sala de aula: ouvindo histórias para contar histórias. In: Proceedings I CONGRESSO LATINO-AMERICANO SOBRE FORMAÇÃO DE PROFESSORES DE LÍNGUAS, 2006, Florianópolis: UFSC, 2007. 1 CD-ROM.
Andréa's Brazilian supervisor, Dr. Walkyria Monte Mór, is involved in a long term research collaboration with Dr. Brydon developing critical literacies in relation to digital inclusion as part of a Critical Literacies research cluster partnering researchers in Brazil and Canada.
To date, we have had six visiting students and two professors from Brazil. Their presence added vitality and continuity to the life of the centre. Most of these students are supervised by Dr. Walkyria Monte Mór, Universidade de São Paulo who gave a workshop in the Fall of 2007 Critical Literacies: Brazilian Perspectives. Walkyria was also instrumental in establishing a Memorandum of Understanding between our two univerisities. These are important for the internationalization and interdisciplinary aspects of the CRC program and directly related to Diana Brydon's ongoing work in transnational literacy. She hopes to use these visits to consolidate links with colleagues in other faculties as well as to further solidify links with Brazil. Essentially, these Visiting Associates are professors on sabbatical or graduate students looking for a research site appropriate to their work and that makes sense for their projects, including advancing a dialogue with associates here.
Andréa's research project over 6 months is supported by Coordenação de Aperfeiçoamento de Pessoal de Nível Superior" (CAPES), in Brasil. The centre supplies her with an office, internet access and a library card.
Details about visiting doctoral students' projects are in the documents section of this site under Associates Visiting.