Awareness for Change - BRAZ-TESOL Rio Chapter

09:00 - 09:30 Registration and Welcome Coffee entrance hall

09:30 - 10:00 Plenary - Gisele Santos auditorium

Inovar, Humanizar, Crescer e Educar - Abrindo os
verbos para os futuros da Educação.

10:10 - 10:40 Plenary - Janaina Cardoso auditorium

Critical literacies and decolonial English language
teaching: going beyond “The book is on the table”

10:50 - 11:30 Concurrent Sessions I classrooms

11:40 - 12:20 Concurrent Sessions II classrooms

12:20 - 13:20 Lunch -

13:20 - 13:50 Plenary - Cintia Rodrigues auditorium

3 steps into inclusion and diversity

14:00 - 14:30 Plenary - Andreia Fernandes auditorium

Our emotional brains: the winds of change

14:40 - 15:20 Concurrent Sessions III classrooms

15:20 - 15:50 Coffee Break entrance hall

15:50 - 16:40 Discussion Panels auditorium

16:40 - 17:00 Closing and Raffle auditorium

17:00 - 18:00 Happy Hour -

 Awareness for Change - BRAZ-TESOL Rio Chapter
PLENARIES

09:30 - 10:00 - Giselle Santos (IN PORTUGUESE)

Inovar, Humanizar, Crescer e Educar - Abrindo os verbos para os futuros da Educação.
Enquanto o mundo e a escola, como conhecemos, se reinventam, habilidades como comunicação, resolução de
problemas, colaboração e empatia ganham dimensão, ao lado de competências em tecnologia, em virtude da
promessa de um mercado de trabalho rigoroso e transformador. Mas em que ponto a Educação e o Futuro do Trabalho
convergem? Talvez esse seja o momento para deixarmos de lado o discurso sobre os empregos que ainda não existem
para falarmos sobre as habilidades necessárias para assumir os desafios da Educação em um presente expressivo e
urgente. Durante o nosso tempo juntos vamos traçar um panorama dos futuros possíveis na era das inteligências
artificiais e humanas e, coletivamente, buscar as perguntas cruciais para mudarmos o “sempre foi assim”.
Google Innovator, Google Product Expert e Head de Inovação Acadêmica na Spot Educação, Giselle Santos é geek assumida,
curiosa por natureza e investigadora de temas como futurismo, gamificação, tecnologias disruptivas e aplicação de realidade virtual e
aumentada na aprendizagem. Diariamente,Giselle troca dicas de Educação e práticas inovadoras através do seu perfil no twitter,
@feedtheteacher. Em suas horas vagas, liberta brinquedos e hackeia a vida.

10:10 - 10:40 - Janaina Cardoso

Critical literacies and decolonial English language teaching: going beyond “The book is on the table”
The concept of culture has changed lately, which requires a rethinking about our roles as educators and,
consequently, the way we teach English as an additional language. The digital culture (different from Levy’s (1999)
concept of cyberculture) we live in requires multiliterate citizens, who should view and experience language learning as
much more than simply the development of the four language skills (listening, speaking, reading and writing).
Multiliteracies here should be understood not only as multimodality, but also multi-contextuality (KALANTZIS 2016, p. 2).
In other words, we must consider not only the modality and support in which texts are produced (written, visual, spatial,
tactile, gestural, audio and oral), but also their context, such as the community setting, social roles, interpersonal
relations, learners’ identities and other contextual aspects. Besides reflecting on these different views of multiliteracy,
this lecture invites participants to discuss other concepts, such as critical thinking, decolonial teaching, identity, human
diversity and critical-reflexive teacher development. In the second part of the presentation, three activities will be
presented showing how practice and theory may work together.
Janaina Cardoso, DipRSA – Diploma from the Royal Society of Arts, Doctor in Language Studies, Associate Professor at
Universidade do Estado do Rio de Janeiro, areas: English Language (undergraduate and post-graduate courses) and Applied
Linguistics (master and doctorate courses), Coordinator of the Research Group EAL (Language Teaching and Learning: Approaches,
Methodologies and Technologies) and of the Extension Project CEALD (Collaboration, Learning Strategies and Digital Literacy),
member work group Educators development in Applied Linguistics from ANPOLL (Brazilian Association of Post-graduate courses in
Language and Literature), member of the research group ICPHR - International Collaboration for Participatory Health Research and
director of APLIERJ (English Language Teachers’ Association from Rio de Janeiro), author of many journal articles and the book
Estratégias de aprendizagem: eficácia e autonomia na compreensão oral.
 Awareness for Change - BRAZ-TESOL Rio Chapter
CONCURRENT SESSIONS I
10:50 - 11:30

ROOM 101 - André Tavares

Positiveness throughout collaboration
Being positive and positively effective are challenges that we face every day, from teaching young learners to
teacher training. This talk aims to combine intrinsic motivation, locus of control and collaboration that together shall lead
students and teachers to a positive and effective environment.
Owner of Better English School and coordinator at Escola Crescer, both in Petrópolis, I've been teaching English for 10 years
now. As a teacher, I'm focused on young learners and as a coordinator and director, my goals are based on exploring teacher's
willingness and motivation on this incredible journey of teaching.

ROOM 105 - Cristiane Cerdera

Approaching sensitive issues in English classes
Tackling sensitive issues such as gender, race, class and sexuality in English classes in the context of Brazilian
schools has always been hard, although public policies encourage an education "based on the principles of freedom
and ideals of human solidarity", which can raise students’ awareness. This talk aims at shedding light on that issue and
proposing some activities.
I have been teaching English for ten years at Colégio Pedro II. I hold a PhD in Humanities from PUC – RJ and my research
interests include teaching English in the context of public schools, feminist pedagogies, and the study of social identities of gender,
race, class and sexuality.

ROOM 106 - Renata Teixeira (IN PORTUGUESE)

Apraxia de Fala na Infância - desafios diários
Childhood apraxia of speech (CAS) is a motor speech disorder that makes it difficult for children to speak. This talk
aims at understanding how educators can identify and therefore help students that present such issues.
23-year experience in ELT and certified educator for Early Childhood by the Positive Discipline Association.

ROOM 107 - Alexandra Simões Andrade and Giuliana Azevedo

Technology in the dock: is it a hero or a villain in the educational context?
Does technology bring insufficient methods of teaching? Does it transform students into inefficient learners? How
can teachers deal with significant sources of distractions while using Mobile-Assisted Language Learning (MALL)
(KUKULSKA-HULME and SHIELD, 2008)? The million-dollar question is: should we use it or ban it from our classes?
This talk aims at reflecting on these questions and on the advantages/disadvantages of using technology in the
classroom. The challenges faced are many; thus, causing teachers to opt to avoid it. Studies indicate its use is
paramount in the globalized era we have been living in. However, moderation is the key to its success.
Alexandra Simões Andrade holds an M.A. in Language Studies from PUC-Rio (2007). She is currently teaching at Faculdade
CNEC Itaboraí (FACNEC), working in the Languages and Pedagogy courses. She’s also works as a teacher trainer and has been
(re)searching (on) quality of life in the EFL classroom for over 20 years.
A lifelong learner, Giuliana Azevedo a passionate educator and a technology enthusiast with a postgraduate diploma in English
Teaching and New Technologies and a degree in Social Communication/ Journalism from Federal University of Rio de Janeiro (UFRJ).
She currently works as a teacher at Instituto-Cultural Norte-Americano (CNA) and with private classes.
 Awareness for Change - BRAZ-TESOL Rio Chapter
CONCURRENT SESSIONS I
10:50 - 11:30

ROOM 100 (GROUND FLOOR) - Beth Mattei

Do we have storytelling in the public school? Yes, we do.
Introducing the art of telling stories in an elementary public school.
As a child, I used to listen to Monteiro Lobato’s stories, read by my father, a big fan and avid reader of Lobato’s
work. I most certainly said “tell it again” at the end of each story, like most children usually do. Storytelling can be used
in foreign language teaching contexts as a way of transmitting cultural elements since it requires from the listeners an
active participation in the construction of meaning. Children identify with the characters, the plot and situations in the
stories. In a story with easy sequences to follow, together with other important factors when selecting one, the power of
narrative showed how children from an elementary public school in Rio de Janeiro, became involved and established
interpersonal relations with it.
Elizabeth has been an EFL teacher since 1976. She had worked in language schools until 2011 when she passed a public contest
and started working with young learners in a public school in Rio de Janeiro, where she is based. She holds a BA in language and a
postgraduation degree in Applied Linguistics in English as a foreign language. She has also been working as an online teacher for the
past 3 years.

CONCURRENT SESSIONS II
11:40 - 12:20

ROOM 101- Gustavo Fróes

Rapport, Dogme and empathy: technique or intuition?
There has always been a discussion about what rapport consists of and how, or even if, it can be developed. In this
workshop I will explain what it is and how to apply it in the classroom. By clarifying both its concept and what building
rapport really means in everyday lessons, teachers will learn how it influences three essential things: students’
motivation, the teacher’s role, and the classroom atmosphere.
Gustavo Fróes has been a teacher for over 13 years. He has vast experience in teaching ESP (Medical and Business), seniors
and exam preparation. Nowadays he mostly works with one-to-one classes, both online and face-to-face. He holds a BA in Film, the
CELTA, and TOEIC.

ROOM 105 - Gabriela Fróes

Daring is caring: De-tabooing Identity and sexuality in the ELT classroom
Identity and sexuality are not a widely discussed issue in textbooks or in Brazilian language schools. Walter Humes
(2012) states that "schools exist partly to extend, not simply confirm, experience, and this involves exposing youngsters
to alternative ways of life and values different from those encountered at home." I will share my experiences with the
discussion of gender and sexuality issues in the classroom of Brazilian language schools. With some storytelling and a
few samples of lessons for different levels and ages, this talk aims at proposing a discussion on how these issues can
be tackled in a gentle, but daring, way.
Gabriela Fróes has been teaching since 2004. She holds a Master's Degree in English Literature, a CPE, and a CELTA. She
currently works mainly with exam preparation and language development for teachers. She is a founding member of the BT Voices for
LGBTQIA+ SIG.
 Awareness for Change - BRAZ-TESOL Rio Chapter
CONCURRENT SESSIONS II
11:40 - 12:20

ROOM 106 - T. Veigga and Sérgio Silva

How to choose your next international qualification
The end of the year is often a good time to plan new professional development initiatives. This talk aims at
informing teachers about possibilities in terms of qualifications. We have decided to focus on international qualifications,
both language and teaching ones. We will analyze teachers’ needs at various stages of their careers and which
qualifications might be more suitable. By end of this session, participants will have an increased awareness of different
qualifications that are valued in the market and fit their current learning needs.
T. Veigga is a Trinity CertTESOL tutor, teacher, teacher trainer and materials designer based in Rio. He holds a BA in Languages
(UFRJ), a Specialisation in Media-Education (PUC- Rio), the CPE, and Delta. T. is part of the BRAZ-TESOL advisory council and has
been a pedagogical coordinator for BrELT since 2015.
Sérgio Silva (MA in Applied Linguistics from UFF, DELTA) has been an EFL teacher for over 40 years and is currently involved in the
development and implementation of teacher education programmes in the Greater Rio area.

ROOM 107 - Hugo Dart

Controversial topics in the classroom - from danger to opportunity
In a country – in a world – where differences of opinion (especially, but not exclusively, in politics) lead more and
more to uncivilized behavior and to the dissolution of long-lasting relationships, how can the language teacher find a
balanced way of bringing real life dilemmas into the classroom? This talk is really a conversation in which the speaker
will draw on his 20-plus years of experience teaching teenagers and adults to discuss successful and unsuccessful
ways of dealing with controversial topics so that our classes remain dynamic and relevant while making sure that all
voices are heard.
Hugo Dart has been a teacher for over 21 years. Since 2010, he has been employed by IBEU-RJ (EFL, CLIL, teacher education).
At NILE (Norwich Institute for Language Education), he has specialized in intercultural education and teacher training. He is a board
member of the BRAZ-TESOL Intercultural Language Education SIG.

ROOM 100 (GROUND FLOOR) - Izabelle da Silva Fernandes

The Challenges and Benefits of Designing ELT Materials Tackling Racial Issues:
A Project about the Harlem Renaissance
This session aims at inspiring teachers of different environments who aim at creating their own ELT materials
tackling themes such as racism and the appreciation of black culture. To achieve this goal, I will expound a set of
materials and activities I produced as a teacher of lower-class students of a Brazilian “pré-vestibular social”. The main
purposes of such materials were not only to teach the target language and reading skills, but also to motivate learners,
to discuss their own life experiences and to promote a critical posture towards the themes raised by the artistic
movement entitled “Harlem Renaissance”.
Izabelle Fernandes is currently doing a MA research in Applied Linguistics at the Federal University of Rio de Janeiro, Brazil, and
holds a Licentiate Degree in Languages- Portuguese and English from the same institution. Besides, she has been teaching EFL for 5
years and is truly interested in the development and analysis of teaching materials, critical literacy, multiliteracies and discourse
analysis.
 Awareness for Change - BRAZ-TESOL Rio Chapter
PLENARIES

13:20 - 13:50 - Cintia Rodrigues

3 steps into inclusion and diversity
A lot is said about the importance of bringing diversity and inclusion into the various aspects of our personal and
work lives. However, how can we do that? I kindly invite you all to discuss the things we should know about our own
selves so as to develop empathy and praise individualities in our classrooms. What’s more, have you ever thought about
how the hierarchical structure of a school/company might contribute or undermine diversity? I do not aim at giving you
any magical formulas or super powers, but 3 simple suggestions to help us take our first steps towards a more inclusive
and diverse school environment.
Cintia Rodrigues has been teaching for over 15 years. She holds an MA in Applied Linguistics (TEFL) from University of
Bedfordshire (UK), a BA in Linguistics from University of São Paulo, CELTA and CPE. She is a Pedagogical Coordinator, a teacher, and
a teacher trainer at Seven Idiomas, as well as a speaking examiner for Cambridge English. She also a volunteer teacher for English to
Trans-Form (Casa 1), and a founding member of the Voices SIG.

14:00 - 14:20 - Andreia Fernandes

Our emotional brains: the winds of change
The learning process goes beyond cognitive development since it also involves a great deal of emotion. This
presentation aims at showing some basic features of our emotional brain, and how it may contribute not only to memory
retention, but also to the urge of change our society is in need of nowadays.
Andreia Fernandes is a teacher trainer at Edify. She holds an MA in Education (UCP), a post-graduation degree in Neuroscience
(UFRJ), a degree in Social Communication and Portuguese/English (UFRJ). She also holds the CPE and Delta certificates.

CONCURRENT SESSIONS III

14:40 - 15:20

ROOM 101 - Natália Hagge (WORKSHOP)

Raising young learners’ environmental awareness through MAKER/STEAM activities
The aim of this presentation is to share some activities done with my YL students this year focused on raising their
awareness about environmental issues, such as water pollution, deforestation and endangered species. By using simple
materials and user-friendly apps, students were able to develop their problem-solving skills and also reflect on possible
ways to help our planet.
Natália has been a teacher for 11 years. She holds a BA in languages (UFRJ), a CAE and TKT (modules 2 and 3). She currently
teaches at Cultura Inglesa and is really learning about active methodologies and bringing MAKER/STEAM activities to the language
classroom.
 Awareness for Change - BRAZ-TESOL Rio Chapter
CONCURRENT SESSIONS III
14:40 - 15:20

ROOM 106 - Daniela Busch Sensato

Developing students’ self-esteem to foster better learning
In this talk I am going to present the importance of developing students self-esteem in order to make learning
possible and positive.
Daniela Sensato has been an English teacher for 11 years and is based in São Paulo. She currently teaches primary students, but
has experience with different age groups. Daniela holds a BA in Translation and a Teaching Degree in English. She is also a CELTA,
ICELT, DELTA Modules 1 and 2 certified teacher.

ROOM 107 - Alexandra Simões Andrade and Renata Viana

The Long and Winding Road to CAE
The views of teachers who prepare candidates for the C1 Advanced (CAE) and of students who get ready for it tend
to be different. In this Reflective Practice in the format of talk, we aim at reflecting on some of these views, taking into
consideration all exam parts (written and oral). We also look forward to generating awareness on some of the reasons
why most people fail this exam, such as improper learning strategies, time pressure, coursebooks, nerves, etc., (RUDD,
2018). Teachers and students need to work together to cope with the strains and hardships involved in this test
preparation.
Alexandra Simões Andrade holds an M.A. in Language Studies from PUC-Rio (2007). She is currently teaching at Faculdade
CNEC Itaboraí (FACNEC), working in the Languages and Pedagogy courses. She’s also acts as a teacher trainer and has been
(re)searching (on) quality of life in the EFL classroom for over 20 years.
Renata Viana is an enthusiastic learner and teacher who believes education is key to success. She currently works as a teacher
and coordinator at Cultural Norte-Americano (CNA - School Maricá).

ROOM 100 (GROUND FLOOR) - Maria Xavier (IN PORTUGUESE)

Consciência no ensino de língua inglesa - propostas para a sala de aula na rede pública
A responsabilidade social - isto é, um investimento pessoal no bem-estar dos outros e do planeta - não acontece
apenas. É preciso intenção, atenção e tempo. "(Berman, 1990) Esta apresentação contará histórias de professores
brasileiros que decidiram encarar o desafio de promover a responsabilidade social por meio de suas aulas de língua
inglesa. Nesta palestra, Maria apresentará um painel de projetos desenvolvidos em salas de aula na rede pública em 3
estados brasileiros. Entre os temas centrais desses projetos estiveram assuntos como racismo e diversidade.
Maria do Carmo Xavier holds a NILE/University of Chichester (UK) Post-Graduate Certificate in Language Education. She has
been a teacher trainer and consultant for the British Council's English and basic education divisions since 2017.