Residency period: August 1, 2018 to July 31, 2019
Resident at IEAT, Professor Andrea Machado de Almeida Mattos holds a PhD in Linguistic and Literary Studies in English from the University of São Paulo (2011), with a doctoral internship period (sandwich doctorate) at the University of Manitoba, in Winnipeg, Canada (2009 ), where he also completed his post-doctorate, in 2014. He holds a degree in Literature-English from the Federal University of Espírito Santo (1987), a specialization in English from the Pontifical Catholic University of Minas Gerais (1998) and a master’s degree in Linguistic Studies from the University Federal of Minas Gerais (2000). She is currently an adjunct professor at the Faculty of Letters of the Federal University of Minas Gerais. She has experience in Applied Linguistics, with an emphasis on Foreign Language Teaching, working mainly on the following topics: applied linguistics, English language teaching, foreign language teacher development, classroom research, critical reflection and new literacies.
PROJECT: MEMORY, POST-MEMORY AND NARRATIVES IN CRITICAL EDUCATION IN A FOREIGN LANGUAGE AND IN THE CRITICAL TRAINING OF FL TEACHERS
Narratives and stories of experiences of teachers in initial and continuing education are commonly used to understand the identities of language teachers, as these tend to be influenced by the life experiences of these teachers and are stored in their memory. In turn, the concept of post-memory emerged more recently and seems not to have been used in the training of language teachers. Thus, this research project intends to understand the possibilities of using the concept of post-memory in the training of language teachers, through narratives of their life experiences. This project is therefore interested in further exploring the influences of traumatic historical events, such as the Brazilian Military Regime, on the identities and initial and continuing education of English teachers in Brazil through narratives and stories of their experiences. The main objective of this project is, then, to analyze the relationships and interrelationships between memory, post-memory and life experiences and identities of English teachers in training, mainly with regard to experiences related to the influences of the Brazilian military period on education and in language teaching. It is hoped, therefore, to perceive the connection between certain conducts, deeply rooted in language teaching practices, and the concept of post-memory, which can lead to new perspectives for the training of language teachers and for teaching language. foreign languages in Brazil and in the world.