Workshops
August 16 (Saturday)
From 14h to 15h30
Embedded Files
Workshop 1
Exploring new possibilities in teaching English to young children: discoveries, curiosities and experiences beyond the textbook
Workshop 1
Exploring new possibilities in teaching English to young children: discoveries, curiosities and experiences beyond the textbook
An inspiring workshop filled with hands-on ideas, playful projects, different resources and meaningful English learning for young minds. This hands-on workshop invites English Teachers to reimagine English language teaching for children through immersive and playful experiences. Rooted in a pedagogy that values imagination, exploration, and emotional connection, the session will explore how English can be taught not just through worksheets and routines, but through real projects that engage the whole child. Drawing from 16 years of classroom experience, the presenter will share inspiring examples of interdisciplinary projects—practices that go beyond the textbook, fostering creativity, exploration, and meaningful English language use.
Speaker: Adna Vilma de Lemos Moura Room: 401
Adna Vilma de Lemos Moura holds a degree in Pedagogy from UFPB – Campus III, Bananeiras, and a postgraduate certification in Educational Supervision and Guidance from the Centro Integrado de Tecnologia e Pesquisa, João Pessoa. She also earned a degree in English Language and Literature from Universidade Estadual Vale do Acaraú and holds a Master’s degree in Linguistics and Teaching from the Professional Master’s Program in Language Teaching (MPLE) at UFPB. With 16 years of experience as an English teacher for young children, Adna currently develops and implements a variety of pedagogical projects in the bilingual program of a private school in João Pessoa, Paraíba. Her work is grounded in immersive, child-centered learning approaches that go beyond textbooks, fostering creativity, exploration, and meaningful language use in early education.
Workshop 2
English and Life Project: exploring cross-curricular activities in elementary and secondary education
Workshop 2
English and Life Project: exploring cross-curricular activities in elementary and secondary education
The aim of this workshop is to propose strategies and activities focused on the development of aspects of the Life Project in conjunction with the English Language curriculum component at the elementary and high school stages. One of the main changes proposed by the National Common Curricular Base - BNCC (Brazil, 2018) in regular schools has been the organization of a curriculum aimed at building the students' life projects. The BNCC recognizes as a life project what students desire, formulate, and reorganize for themselves throughout their life trajectory, as a continuous process related to the formation of their identities. Thus, the educational work developed in the different curriculum components must, in a coordinated manner, seek to ensure an education that supports students in their present and future choices regarding study, work, and the adoption of healthy and ethical lifestyles (Brazil, 2018). Considering these assumptions and the fact that English teachers act as mentors for their students' Life Projects in Paraíba, in this workshop we will explore active methodologies and fun activities, aiming to integrate the construction of linguistic-discursive knowledge and the development of aspects of the Life Project in its intellectual, physical, affective, social, ethical, moral, and symbolic dimensions. We will also highlight how the Life Project can contribute to strengthening holistic education and inclusion in the school environment.
Speakers: Angélica Araújo de Melo Maia and Dennis Souza da Costa Room: 402
Angélica Araújo de Melo Maia has worked as an Assistant Professor at the Department of Modern Foreign Languages (DLEM) at Universidade Federal da Paraíba (UFPB) since 2013. MA in Educational Studies (2009/the University of British Columbia – Canada). She holds a PHD degree in Educational Policy (2014/UFPB). She was a Postdoctoral Fellow at the Language and Literacy Education Department at the University of British Columbia, Canada (2019-2020). She was the coordinator of the Supervised Internship area at the Teacher Education Course in her Department and is a coordinator of the Research group Language Action, Teaching and Inclusive Education (ALDEI/ CNPq/UFPB). Areas of interest: teacher education; English language teaching, inclusive education, Multiliteracies.
Dennis Souza da Costa is a PhD student in Linguistics at the Postgraduate Program in Linguistics at Universidade Federal da Paraíba (PROLING/UFPB); MA in Linguistics at the Postgraduate Program in Linguistics at Universidade Federal da Paraíba (PROLING/UFPB); Specialist in Language and Teaching at the Centro Universitário Maurício de Nassau; Specialist in Special and Inclusive Education at the Universidade do Oeste Paulista; BA in English Language and Literature at Universidade Federal da Paraíba; English Teacher in the elementary and high school stages at the Secretaria Estadual de Educação da Paraíba (SEE/PB); Member of the Research group Language Action, Teaching and Inclusive Education (ALDEI/ CNPq/UFPB); Member of the Research group Language, Enunciation and Interaction (GPLEI/UFPB).
Workshop 3
Didactic materials in the English language classroom: analyzing content, contextualizing pedagogy and transgressing practices.
Workshop 3
Didactic materials in the English language classroom: analyzing content, contextualizing pedagogy and transgressing practices.
This workshop aims at analyzing content regarding didactic materials in the English language classroom along with contextualizing language in a critical way so that pedagogical practices might be transgressed (Freire, 2021; hooks, 1994; Kumaravadivelu, 2002; Pennycook, 2001). In order to accomplish my intent, the workshop will be carried out considering some steps. Firstly, we will discuss concepts of language, context and English teaching in the regular school scenario. Secondly, models of grammar-based and decontextualized didactic materials and activities will be presented. Then, the participants will be led in redoing/re-elaborating the given didactic materials and activities in a collaborative manner. At the end, they will socialize their production and justify their critical and transgressive choices for the whole group. As a prospective result from this workshop, attendee teachers are likely to reflect critically upon their own teaching practices and the didactic materials they commonly use, contributing for a better teaching environment as well as a transformative teacher education.
Speaker: Francisco Gabriel Cordeiro da Silva Room: 403
Francisco Gabriel Cordeiro da Silva (PROLING/UFPB) is a Ph.D. student in Linguistics at PROLING/UFPB, holds a master's degree in Language and Teaching at UFCG and a graduation degree in Letras Inglês at UEPB. He is an active member of the following research/study groups: Investigative Professional Contexts (CPI-LSF/UFPB) and Foreign Languages Teacher Education (GEFDLE/UEPB). Gabriel has experience in teaching English at regular schools and in teacher education at universities. His research focuses lie on Systemic Functional Linguistics, Critical Discourse Analysis, Linguistic Education, Digital (Multi)literacies and critical-reflective pedagogical practices.
Workshop 4
The Inclusive Classroom: A Social Justice Imperative
Workshop 4
The Inclusive Classroom: A Social Justice Imperative
In this workshop, we will explore the critical intersection of inclusive education and social justice. Participants will discuss foundational concepts, examine systemic barriers to equitable learning environments, and collaboratively brainstorm strategies for fostering truly inclusive educational practices. The aim is to reflect on how to move beyond mere access to genuine participation and belonging for all learners, with a focus on empowering educators and advocating to champion social justice within and beyond the classroom. Join us to critically reflect on current practices and co-create pathways towards more just and equitable educational futures.
Speaker: Matheus Lucas de Almeida Room: 404
Matheus Lucas de Almeida is an English Professor at the Federal University of Campina Grande. He holds a PhD in Language Sciences from the Catholic University of Pernambuco and an undergraduate degree in Portuguese and English from the same institution. He also holds a master's degree in Linguistics and Teaching from the Federal University of Paraíba, and a diploma in English Language Teaching Methodology from the Faculty of Education São Luís. His research interests are in applied linguistics, language education, bilingualism, translanguaging, digital information and communication technologies, inclusive education, additional language acquisition, and education for social justice.
Workshop 5
The multimodal flavors of literature: teaching English through Kazuo Ishiguro's "A Family Supper"
Workshop 5
The multimodal flavors of literature: teaching English through Kazuo Ishiguro's "A Family Supper"
This workshop aims to present and discuss a methodological approach for teaching English at the high school level, integrating the reading of a literary text with multimodal student production. Using Kazuo Ishiguro's "A Family Supper" as a case study, the session will explore how the story's characteristic open-endedness and unresolved tensions create a fertile ground for critical inquiry and for the creation of multimodal artifacts - as short films exploring subtext, alternate endings in digital comics, or podcasts debating the story's mysteries. This process encourages students not just to interpret the text, but to actively fill its silences, thereby transforming them into co-creators of meaning and fostering a more profound appropriation of the story's complex themes and linguistic nuances.
Speakers: Caio Antônio Nóbrega Room: 405
Caio Antônio Nóbrega is a professor of literary theory and English at the Federal Institute of Paraíba (IFPB). He holds a PhD in Letters from the Federal University of Paraíba (UFPB). His main interests include teaching English through literary texts and engaging with literary theory and criticism. Within this scope, his research activities revolve around metafiction (intertextuality, parody, and mise en abyme), intermediality, and decoloniality – a theoretical perspective that examines how colonial legacies continue to shape cultural production and knowledge structures.
Workshop 6
Workshop 6
Teaching English to the Elderly: Benefits, Challenges and Strategies
Teaching English to the Elderly: Benefits, Challenges and Strategies
According to IBGE (2022), Brazil is aging. Between 2012 and 2021, the percentage of people over sixty years old increased while the population under thirty decreased, resulting also in higher number of elderly people in the job market (Verdélio, 2018). This implies greater coexistence between different generations and, as an unfortunate consequence, ageism, defined by Butler (1969) as prejudice against people based on older age, including the false understanding that the elderly have less knowledge of the world. As they are not connected online, the idea that they are past the age of learning is not uncommon. Thus, there is need for promoting autonomy and self-esteem between the elderly and for raising awareness in society (Mattos, 2024). Woumans et al (2019) shows that there is a correlation between learning a second language and the development of cognitive skills regardless of age while Bialystok et al (2006) suggest that bilingualism serves as protection against symptoms of dementia. Therefore, this workshop’s goal is to explore possible challenges and strategies of teaching English to this group as a way of promotion of well-being and of insertion into the global world from a cultural and technological perspective.
Speaker: Emny Nicole Batista de Sousa-Bernini Room: 406
Emny Nicole Batista de Sousa-Bernini é professora de inglês do Instituto Federal da Paraíba, Doutora pelo Programa de Pós-graduação em Linguística - Universidade Federal da Paraíba (2020), com tese intitulada “Integration of Venezuelan refugees in Brazil and of Congolese immigrants in the United States: a cross-cultural ethnography of language policies and practices”, orientada pela Profª Drª Pilar Roca. Durante o doutorado, foi visiting scholar na Universidade de Iowa, com a bolsa Fulbright, orientada pelo professor Dr. David Cassels Johnson. Mestre em Linguística, pelo PROLING- UFPB (2015), Especialista em Ensino de Inglês como Língua Segunda/Estrangeira pela Universidade da Califórnia Berkeley (2011). Graduada pela Universidade Federal da Paraíba-UFPB em Letras (Hab II) (2009).
Workshop 7
Exploring different ways for gamifying your lesson
Workshop 7
Exploring different ways for gamifying your lesson
Gamification has helped teachers to engage students during lessons, keeping them focused on the content and using more English during activities. This workshop aims to provide new ideas for gamifying your lessons using your daily lesson plan, showcasing different possibilities to make your lessons fun and interactive.
Speaker: Igor Dias Room: 407
Igor Dias graduated in English Language from Federal University of Paraíba in 2022; however, he has been teaching English since 2015, working in Language Schools and basic education in different private schools. He is specialising in English Language and Literature at FACUVALE - Faculdade de Minas EAD. He is currently a teacher of Programa Marista Bilíngue at Colégio Marista Pio X in João Pessoa.
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