Articulation between language, discourse and culture in the Pedagogy of Multilanguages: How the different worlds of life are present in school practices located south of the equator

• Autor(a) principal: Azevedo, Isabel Cristina Michelan
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Linguagem em Foco (Online)
• Texto Completo: https://revistas.uece.br/index.php/linguagememfoco/article/view/5565
• topic: Pedagogia dos multiletramentos; Linguística Aplicada; Decolonialidade; Pedagogy of Multiliteracies; Applied Linguistics; Decoloniality

This essay starts from proposal of the New London Group to think how the four factors that integrate the Pedagogy of Multiliteracies can be considered in a decolonial perspective, assuming the need to "southfy" research in Applied Linguistics. For this, this brief reflection was divided into two parts: the first recovers the senses of the concepts of “situated practice”, “overt instruction”, “critical framing” and “transformed practice” to suggest as they can be considered within a revisited perspective of Plurality Epistemology; the second highlights criteria that can guide the development of didactic-pedagogical experiences that aim to articulate language, discourse and culture by groups of adolescents and young people located in peripheral urban centers. In the end, some difficulties are accentuated because they can impair the dialogues inside and outside the school. Also some referrals are marked that can guide the construction of local knowledge, in order to promote the interrelationship between the world of school and the world of life.