Linguagem, Literatura e Construção de Identidades em Práticas Pedagógicas: O Ensino de Línguas Estrangeiras em uma Perspectiva de Resistência.
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| Title: | Linguagem, Literatura e Construção de Identidades em Práticas Pedagógicas: O Ensino de Línguas Estrangeiras em uma Perspectiva de Resistência. |
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| Alternate Title: | Language, literature and identity construction in pedagogical practices: Foreign language teaching in a resistance perspective. Lenguaje, literatura y construcción de identidades en prácticas pedagógicas: La enseñanza de lenguas extranjeras en una perspectiva de resistencia. |
| Authors: | de Mesquita Silva, Luciana1 luciana.cefetrj@gmail.com, Rego de Souza, Alice Moraes1 alice_moraes@globo.com, Sampaio de Almeida, Fabio1 fabioesp@hotmail.com |
| Source: | Education Policy Analysis Archives / Archivos Analíticos de Políticas Educativas / Arquivos Analíticos de Políticas Educativas. 7/23/2018, Vol. 26 Issue 83-93, p1-23. 23p. |
| Subject Terms: | *Foreign language education, Linguistic identity, Social space, Discursive practices, Identity (Psychology) |
| Abstract (English): | This paper aims to present and theorize "Sarau das Letras": languages in the construction of identities, an artistic and cultural activity carried out jointly by teachers and students of Spanish and English courses, which are offered within the scope of the Tourism undergraduate course at Cefet/RJ Petropolis. In terms of foundations, we intend to articulate the discursive perspective of language to postcolonial / decolonial theorization. Such theoretical articulations aim to bring up a certain conception of language as imbricated to the social context and as a space of manifestation and clashes between different discursive practices. The presentation of "Sarau" is made through a general description of the performances exhibited during the event and also through a more indepth analysis of four poems recited by the students. By doing so, we try to show the importance of discussing and giving visibility to voices of resistance, which are sometimes subalternized. From the theoretical-practical reflection developed throughout this article, it was possible to understand the relevance of foreign language teaching in the critical and broad formation of citizens, considering the ethical and political commitment to our students, by sharing the view that, through language, positioning disputes about the diverse forms of being manifest themselves and circulate in our society. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este trabajo tiene el objetivo de presentar y teorizar el "Sarao de las Letras": lenguajes en la construcción de identidades, actividad artístico-cultural realizada en conjunto entre docentes y discentes de las asignaturas de Lengua Española e Inglesa, ofrecidas en el ámbito del curso superior de Turismo del Cefet/RJ campus Petrópolis. Respecto a los fundamentos teóricos, buscamos articular la perspectiva discursiva de lenguaje a la teorización postcolonial / decolonial. Tal articulación teórica busca dar relieve a cierta concepción de lengua como imbricada al social y como espacio de manifestación y embates entre diferentes prácticas discursivas. La presentación del Sarao se hace por medio de una descripción general de las performances expuestas durante el evento y también por un análisis más profundizado de cuatro poemas declamados por los alumnos, buscando mostrar la importancia de la discusión y dar visibilidad a voces de resistencia, por veces, subalternadas. A partir de la discusión teórico-práctica desarrollada a lo largo de este artículo, se pudo comprender la relevancia de la enseñanza de lenguas extranjeras en una formación crítica y amplia de ciudadanos, considerando el compromiso ético y político de compartir con nuestros estudiantes la comprensión de que, por medio del lenguaje, se manifiestan y circulan disputas de posicionamientos sobre las diversas formas de ser en nuestra sociedad. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Este trabalho tem como objetivo apresentar e teorizar o Sarau das Letras: linguagens na construção de identidades, atividade artístico-cultural realizada em conjunto entre docentes e discentes das disciplinas de Língua Espanhola e Inglesa, ofertadas no âmbito do curso superior de Turismo do Cefet/RJ campus Petrópolis. Em termos de fundamentos, procuramos articular a perspectiva discursiva de linguagem à teorização pós-colonial/decolonial, tais articulações teóricas buscam trazer à tona certa concepção de língua como imbricada ao social e como espaço de manifestação e embates entre diferentes práticas discursivas. A apresentação do Sarau é feita por meio de uma descrição geral das performances expostas durante o evento e também por uma análise mais aprofundada de quatro poemas declamados pelos alunos, buscando mostrar a importância de se discutir e dar visibilidade a vozes de resistência, por vezes, subalternizadas. A partir da reflexão teórico-prática desenvolvida no decorrer deste artigo foi possível compreender a relevância do ensino de línguas estrangeiras na formação crítica e ampla de cidadãos, tendo em vista o compromisso ético e político de compartilhar com nossos estudantes a visão de que, por meio da língua(gem), se manifestam e circulam disputas de posicionamentos sobre as diversas formas de ser em nossa sociedade. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | This paper aims to present and theorize "Sarau das Letras": languages in the construction of identities, an artistic and cultural activity carried out jointly by teachers and students of Spanish and English courses, which are offered within the scope of the Tourism undergraduate course at Cefet/RJ Petropolis. In terms of foundations, we intend to articulate the discursive perspective of language to postcolonial / decolonial theorization. Such theoretical articulations aim to bring up a certain conception of language as imbricated to the social context and as a space of manifestation and clashes between different discursive practices. The presentation of "Sarau" is made through a general description of the performances exhibited during the event and also through a more indepth analysis of four poems recited by the students. By doing so, we try to show the importance of discussing and giving visibility to voices of resistance, which are sometimes subalternized. From the theoretical-practical reflection developed throughout this article, it was possible to understand the relevance of foreign language teaching in the critical and broad formation of citizens, considering the ethical and political commitment to our students, by sharing the view that, through language, positioning disputes about the diverse forms of being manifest themselves and circulate in our society. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 10682341 |
| DOI: | 10.14507/epaa.26.3517 |
