Estudos Linguísticos e Literários

NO TO MY SCARS: A DECOLONIAL SCREAM - “AMARELO” MUSIC - EMICIDA

2023-10-22T00:47:07+00:00

The deep marks of colonization, slavery and dictatorship are present in the history of Brazil and in the subjectivities of the subjects. However, these problems do not define identities. This is the powerful cry that rapper Emicida brings in the song AmarElo (2019) whose chorus intones “allow me to speak: no to my scars”. We propose to analyze the musical work from the epistemological perspective of decolonial thinking and social criticism. We will investigate: how does the composer construct intersectionality in the work? In what aspects do the speeches present in the song dialogue with the basic theme of the article? Discussing the concepts of colonialism, coloniality, Eurocentrism, decoloniality and socio-cultural criticism, we answer key questions, understanding the constructive complexity of this work and its importance for a new artistic agency outside the colonial demarcation axis.

Os vícios de pronunciação

2023-11-01T15:58:01+00:00

The threat of Africanization of the Portuguese language was a source of constant concern for the literate lordly elite throughout the 19th century. Between the years 1856-58, in the newspaper Monitor Campista, north of the province of Rio de Janeiro, , an anonymous author wrote about ten topics of pronunciation defects that put the integrity of the Portuguese language at risk. Based on a historiographical approach that conceives the enslaved black person as a social agent, on studies of the sociopolitical history of the Portuguese language and on Dialogical Discourse Analysis, our objective in this article is to problematize the discourses of the literate seigneurial elite about the Portuguese spoken by enslaved black people. From a decolonial perspective, based on the analysis carried out, we consider the coloniality of language as a central factor in repression the changes that enslaved black people made to the official language.

Um fazer decolonial

2024-11-08T19:07:49+00:00

A imposição de papéis sociais de gêneros parte dos preceitos advindos pelas imposições do grupo colonizador, caracterizando-se como Colonialidade de Gênero. Desse modo, o presente artigo apresenta uma ação pedagógica decolonial, por meio do Letramento Crítico, desenvolvida em uma turma de Língua Espanhola, de uma escola da zona periférica da cidade de Maceió - AL, centrando na Colonialidade de Gênero. Por meio da pesquisa-ação, trabalhamos com a elaboração cartazes produzidos pelos alunos, assim como relatos de experiências compartilhados por eles através do WhatsApp. A análise de dados desenvolvida buscou identificar e discutir a respeito dos elementos linguísticos que remetem a questão da Colonialidade de Gênero na produção escrita, evidenciando o amadurecimento da consciência crítica dos participantes da pesquisa ao longo do processo de ensino-aprendizagem da Língua Espanhola.

CRITICAL LITERACIES AND THE EMERGENCE OF ENGAGED DECOLONIAL/COUNTER-COLONIAL PRACTICES IN LANGUAGE EDUCATION AND RESEARCH

2024-03-07T23:49:19+00:00

This work aimed to understand how researchers and language teachers, participants in a curricular component offered in our postgraduate program, give new meaning to their praxis. We take critical literacies (Janks, 2018; Menezes de Souza, 2011) as a focal point for the emergence of decolonial/counter-colonial practices in language teaching and linguistic education. The data generated comes from interactions in discussion forums in the Virtual Learning Environment and information generated electronically. This study is a critical-reflective approach focused on the qualitative treatment of data and its uniqueness and heuristic potential. On our journey, we observed attitudinal and conceptual changes in understanding critical literacies and their potential to establish decolonial praxis.

EMOTIONAL INTERSECTIONALITY IN PRE-SERVICE TEACHERS’ IDENTITY AND EDUCATION DURING TIMES OF CRISES

2024-11-08T18:59:56+00:00

In this study, we analyze the emotions revealed in the recollective reflection of a teacher educator in charge of the English Language Practicum course during emergency remote teaching. Because of the impossibility to take the pre-service teachers to schools for their practicum, the teacher educator decided to pair her group with other similar courses abroad through virtual exchange. Our analysis suggests that anxiety associated with speaking English with other international students/teachers and/or native speakers coupled with the anxiety associated with the need to deal with technology during the virtual exchanges intersected creating mixed feelings in all involved. Data analysis also suggests the need to identify, interrogate and interrupt colonial views of language proficiency associated with a certain native speaker in language teacher education.

Formação docente em perspectiva

2024-11-08T18:57:26+00:00

The discussion of the linguistic-cultural diversity of the border needs to appear in the training of all teachers. At IFPR – Campus Foz do Iguaçu, which offers teacher training for the Physics area, a project was developed with this prerogative. The multi/plurilingual condition of this context and its pedagogical implications are not, however, included in the official structure of the course. In order to promote different teaching training, transgressive pedagogical practices were necessary. With this article, we aim to present the trajectory and analysis of such practices and how they can contribute to teachers developing anti-hegemonic, decolonial (QUIJANO 2009; MIGNOLO, 2010; WALSH, 2013) and culturally sensitive (LADSON- BILLINGS, 1993; ERICKSON, 1987), in schools in the multilingual/multicultural border scenario.

Bilinguismo em percepção decolonial e o plurilinguismo como alternativa praxiológica

2024-11-08T18:55:22+00:00

This article aims to discuss, along theoretical lines, bilingualism in decolonial perception. One of the consequences of reflections on the topic is the deconstruction of the dichotomy suggested by the term “bilingual” in favor of a “plurilingual” conception of learning and using languages, more aligned with an ecological vision, which considers confluences between them and problematizes their borders. To this end, I carried out bibliographical research, which is also based on inputs resulting from observations of the context from which I speak, in which I identified colonialities around bilingual education, critically discussed in this article.

Entendimentos de professores em formação inicial sobre inglês como língua franca

2024-05-11T01:06:29+00:00

Este trabalho apresenta um recorte de uma pesquisa de mestrado, que tinha como um de seus objetivos analisar os entendimentos e as representações sobre inglês como língua franca (ILF) nas interações e atividade(s) desenvolvida(s) pelos acadêmicos de Letras em uma disciplina de formação de professores, quando discutiram o tópico ILF. O estudo tem natureza qualitativa e baseia-se em autores como Gimenez (2015), Santos e Siqueira (2019), Duboc (2018; 2019), dentre outros. Os resultados evidenciaram que os acadêmicos atribuem ao ILF apreciações positivas e que os entendimentos deles sobre o tema apresentam as seguintes categorias: inglês como segunda língua, variedades e ILF; ILF como uma língua de contato; usos criativos da língua e apropriações locais; ILF como uma perspectiva mais flexível de ensinar e aprender a língua inglesa; cultura; a globalização e o ILF e a descentralização do falante nativo.

O estigma da sexualidade em jogos online e o problema da "invenção do outro"

2024-11-08T18:34:31+00:00

This article aims to analyze stigmatized statements of avatars from the online game World of Warcraft, as well as public comments about gender representations in games, discussing how the representations of male identity(ies) are configured in digital media, such as RPG (Role-Playing Game). For this, we use the decolonial theory, which one of the proposals is to discuss about the implementation of gender as a Eurocentric marker (Lugones, 2020); and Critical Discourse Analysis (ADC) with the purpose of conducting investigations using ideology operation analysis as a methodology. The results show that, according to Thompson (2002), there was a strategy of symbolic construction in the discourses found, which points to the segmentation of groups of individuals involved in the interest of dominant groups.

Keywords: MMORPG; Sexuality; World of Warcraft.

A dimensão experiencial da educação linguística ampliada em língua inglesa

2025-08-28T21:35:01+00:00

The experiential dimension of expanded language education brings together theoretical and methodological proposals grounded in the translingual practices of bi/multilinguals. In this text, I draw connections with translanguaging theorization, studies on linguistic repertoire, decolonial approaches, and research on English as a Lingua Franca (ELF) to characterize the epistemological foundations of this dimension, which seeks to reframe our understanding of contemporary language education through alternative logics. The objective, therefore, is to outline the foundations of a concept that is not only based on the experiences of individuals whose language practices have been and continue to be delegitimized by modern/monolingual paradigms, but also centered on the idea that acting across languages and diverse resources holds disruptive potential. Finally, I present the impact of this theorization on the construction of an expanded English language education concerned not only with knowledge, but also with being and feeling otherwise in a socially just and affectively responsible way.

Material didático de língua inglesa para professores em formação inicial

2024-11-05T23:18:44+00:00

English language (EL) teachers at UESC, Ilhéus, Bahia, find it difficult to find effective and suitable teaching material (TM) for their students. They usually use a textbook designed with general communication objectives. However, this textbook does not meet the needs of teachers in their initial training. In view of this, we propose this qualitative action research, the aim of which is to discuss the possibility of developing an EL TM suitable for the needs of teachers in initial training. To this end, it is based on the perspective of language teaching for teacher training, Critical Pedagogy, Critical Applied Linguistics and the Post-method perspective. As a result, a didactic sequence was developed, based on this theoretical foundation and on the model developed by Dolz, Noverraz and Schneuwly (2004).

Keywords: English teaching and learning; Teacher education; Didactic material.

Ensino de língua inglesa sob a perspectiva decolonial

2024-11-06T01:28:40+00:00

This article proposes a reflection on the teaching of the English language from the perspective of decolonial studies, aiming at raising awareness and promoting the incorporation of ideas and thoughts that seek liberation from colonial ties (OLIVEIRA, 2012). In this sense, it is essential that English language teaching be grounded in the recognition of its status as a lingua franca, as advocated by the National Common Curricular Base (BNCC) (BRASIL, 2018). Additionally, the presence of the colonialist view of the English language in language proficiency exams will be explored, perpetuating the notion that the language is foreign and reinforcing its supposed supremacy. Furthermore, the challenges and aspects related to the learning of the English language by students with disabilities will be considered from a decolonial perspective.

Apresentação

2025-08-28T23:34:01+00:00

Dossiê "Decolonialidades e suas interfaces"

2025-08-28T22:03:11+00:00