M.A., Universidade Estadual de Campinas (UNICAMP)
Pedro dos Santos started his activities at FHIS in 2015, first as a Visiting Lecturer appointed by the Brazilian Ministry of Foreign Affairs and the Coordination for the Improvement of Higher Education Personnel (CAPES) of the Brazilian Ministry of Education, and currently as a Sessional Lecturer of Portuguese. A language teacher for more than 19 years, he has experience teaching in several contexts, especially English and Portuguese for academic and specific purposes, and Applied Linguistics. He has also worked as a teacher trainer and advisor on intercultural communication. His current teaching activities are comprised of Portuguese language and Brazilian Culture. His teaching methodology is influenced by the theories of Critical Pedagogy and Critical Applied Linguistics.
- Academic literacies of multilingual students in higher education;
- Multilingual communication in Brazil;
- Trajectories of Brazilian and Portuguese-heritage students in Canadian universities.
Articles and Book Chapters
L. Santos, 2018. Reflections upon the Brazilian lectureship program in Vancouver, BC: for a multilingual pedagogy. In Bruna Morelo, Everton da Costa, Fernanda Kraemer (Eds.) Ensino e Aprendizagem de língua portuguesa e cultura brasileira pelo mundo: Experiências do Programa de Leitorado do Brasil. Roosevelt, NJ: Boavista Press.
Marshall; D. Moore; C. James; P. Dos Santos (forthcoming). Plurilingual students’ practices in a Canadian university: Chinese language, academic English, and discursive ambivalence. Special Issue of TESL Canada journal.
R. C. Perinotto; P. L. Santos; A. S. Brito, 2016. Degree in Tourism in Brazil: evolution, pedagogical articulations and challenges for the tourismologist-educator. Revista de Humanidades (ISSN: 1414-042X), Fortaleza/CE, Brazil, vol. 31, n. 1.
R. R. N. Rocha; P.L. Santos, 2014. Sustainbale Development in Discourse of the University in Parnaiba-PI: unveiling myths. Turismo: Estudos & Práticas (RTEP/UERN), Mossoró/RN, Brazil, vol. 3 (Special Issue), p. 82-105.