Ethics through dialogue within literacies: perspectives for researches in language learners and teachers development

Authors

  • Nara Hiroko Takaki Universidade Federal de Mato Grosso do Sul e Universidade de São Paulo

Abstract

This paper is the result of two ongoing research investigations: my postdoctoral research study and a research study on the development of student and teacher of English. The aim of the paper isto present illustrative moments from the perspective of a broader concept of dialogue, as ethics, among the researcher, students, teachers and teaching assistants. The research methodology adopted is of qualitative, interpretive and exploratory nature. Emphasis is given to understanding the concept of “Otherness” by means of listening, silencing and making choices according to emergent concepts in research studies of this nature.

Key words: ethics, dialogue, research.

Author Biography

Nara Hiroko Takaki, Universidade Federal de Mato Grosso do Sul e Universidade de São Paulo

Docente do Curso de Letras, atuando no ensino e formação de alunos e professores de língua inglesa. Cadastrada no Programa de Pós-Graduação da UFMS/CG. Atua com as seguintes linhas ou temas de pesquisa: Linguística Aplicada, Ensino e Aprendizagem de Línguas, Língua Estrangeira e Educação, Formação de professores de Línguas, Multiletramentos, Novos Letramentos, Ética pós-colonial em pesquisas. É membro de dois Grupos de Pesquisa: Projeto Nacional de Formação de Professores, Educação Crítica, Novos Letramentos e Multiletramentos pela USP e Estudos em Linguística Aplicada de Mato Grosso do Sul pela UFMS. É membro da Associação de Linguística Aplicada do Brasil e da Associação Brasileira de Estudos Canadenses.

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Published

2013-03-28

How to Cite

Takaki, N. H. (2013). Ethics through dialogue within literacies: perspectives for researches in language learners and teachers development. Calidoscópio, 11(1), 53–62. Retrieved from https://www.revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2013.111.06

Issue

Vol. 11 No. 1 (2013): January/April

Section

Articles

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