Linguistic analysis and critical literacies: possible interfaces

Detalhes bibliográficos
Autor(a) principal: Costa, Lucas dos Santos
Data de Publicação: 2022
Outros Autores: Mendonça, Márcia Rodrigues de Souza
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Entretextos
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/46686
Resumo: This article discusses, in an exploratory way, possible interfaces between linguistic analysis (LA) practices and the perspective of critical literacies, with a view to an emancipatory education (FREIRE, 1989), which invests in the critical formation of students. The methodological path adopted in this bibliographic work consisted of presenting the perspective of critical literacies (JANKS, 2000, 2010, 2012, 2013; KALANTZIS; COPE; PINHEIRO, 2020; LUKE; WOODS, 2009; LUKE, 2012), seeking to elaborate a view that relates them to work with language at school. Aspects related to what is understood by linguistic analysis practices were also brought up for discussion, both from academic studies (BEZERRA; REINALDO, 2020; GERALDI, 1999; MENDONÇA, 2022) and from Brazilian curricular references (BRASIL, 1998; BRASIL, 2018). Then, relations were established between critical literacies and the proposed work with LA practices. Although originated in different times and spaces of knowledge production, these mentioned perspectives, in basic education, dialogue very closely in relation to the important role of reflection on language in contemporary school practices and the formative principles involved in this reflection.
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spelling Linguistic analysis and critical literacies: possible interfacesAnálisis lingüístico y literacidades críticas: posibles interfacesAnálise linguística e letramentos críticos: interfaces possíveisLinguistic analysisPortuguese teachingCritical literaciesAnálisis lingüísticoLiteracidades críticasEnseñanza del portuguésAnálise linguísticaEnsino de portuguêsLetramentos críticosThis article discusses, in an exploratory way, possible interfaces between linguistic analysis (LA) practices and the perspective of critical literacies, with a view to an emancipatory education (FREIRE, 1989), which invests in the critical formation of students. The methodological path adopted in this bibliographic work consisted of presenting the perspective of critical literacies (JANKS, 2000, 2010, 2012, 2013; KALANTZIS; COPE; PINHEIRO, 2020; LUKE; WOODS, 2009; LUKE, 2012), seeking to elaborate a view that relates them to work with language at school. Aspects related to what is understood by linguistic analysis practices were also brought up for discussion, both from academic studies (BEZERRA; REINALDO, 2020; GERALDI, 1999; MENDONÇA, 2022) and from Brazilian curricular references (BRASIL, 1998; BRASIL, 2018). Then, relations were established between critical literacies and the proposed work with LA practices. Although originated in different times and spaces of knowledge production, these mentioned perspectives, in basic education, dialogue very closely in relation to the important role of reflection on language in contemporary school practices and the formative principles involved in this reflection.Este artículo discute, de manera exploratoria, posibles interfaces entre las prácticas de análisis lingüístico (AL) y la perspectiva de las literacidades críticas, con miras a una educación emancipadora (FREIRE, 1989), que invierte en la formación crítica de los estudiantes. El camino metodológico adoptado en este trabajo bibliográfico consistió en presentar la perspectiva de las literacidades críticas (JANKS, 2000, 2010, 2012, 2013; KALANTZIS; COPE; PINHEIRO, 2020; LUKE; WOODS, 2009; LUKE, 2012), buscando elaborar una visión que las relacione con el trabajo con la(el) lengua(je) en la escuela. También se discutieron aspectos relacionados con lo que se entiende por prácticas de análisis lingüístico, a partir de estudios académicos (BEZERRA; REINALDO, 2020; GERALDI, 1999; MENDONÇA, 2022) y de referentes curriculares brasileños (BRASIL, 1998; BRASIL 2018). Luego, se establecieron relaciones entre las literacidades críticas y la propuesta de trabajo con prácticas de AL. Aunque originadas en diferentes tiempos y espacios de producción de conocimiento, las perspectivas mencionadas, en la educación básica, dialogan muy de cerca en relación a el importante papel de la reflexión sobre la(el) lengua(je) en las prácticas escolares contemporáneas y a los principios formativos que en esa reflexión se involucran.     Este artigo discute, de forma exploratória, possíveis interfaces entre práticas de análise linguística (AL) e a perspectiva dos letramentos críticos, com vistas a uma educação emancipatória (FREIRE, 1989), que invista na formação crítica dos estudantes. O percurso metodológico adotado neste trabalho de natureza bibliográfica consistiu da apresentação da perspectiva dos letramentos críticos (JANKS, 2000, 2010, 2012, 2013; KALANTZIS; COPE; PINHEIRO, 2020; LUKE; WOODS, 2009; LUKE, 2012), buscando elaborar uma visada que os relacione ao trabalho com língua(gens) na escola. Foram ainda trazidos à discussão aspectos relacionados ao que se compreende por práticas de análise linguística, tanto a partir de estudos acadêmicos (BEZERRA; REINALDO, 2020; GERALDI, 1999; MENDONÇA, 2022) quanto de referenciais curriculares brasileiros (BRASIL, 1998; BRASIL 2018) e, então, foram estabelecidas relações entre os letramentos críticos e a proposta de trabalho com práticas de AL. Ainda que originadas em tempos e espaços de produção do saber distintos, essas perspectivas mencionadas, na educação básica, dialogam muito proximamente no que tange ao importante papel da reflexão sobre a língua(gem) nas práticas escolares contemporâneas e aos princípios formativos envolvidos nessa reflexão.Universidade Estadual de Londrina2022-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos paresapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/4668610.5433/1519-5392.2022v22n4Espp188-216Entretextos; v. 22 n. 4Esp (2022): Dossiê: Ensino e aprendizagem na perspectiva da Linguística Aplicada: estudos da/para a sala de aula; 188-2162764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/46686/48749Copyright (c) 2023 Lucas dos Santos Costa, Márcia Mendonçahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessCosta, Lucas dos SantosMendonça, Márcia Rodrigues de Souza2023-06-06T16:58:13Zoai:ojs.pkp.sfu.ca:article/46686Revistahttps://www.uel.br/revistas/uel/index.php/entretextosPUBhttps://www.uel.br/revistas/uel/index.php/entretextos/oai||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br1519-53922764-0809opendoar:2023-06-06T16:58:13Revista Entretextos - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Linguistic analysis and critical literacies: possible interfaces
Análisis lingüístico y literacidades críticas: posibles interfaces
Análise linguística e letramentos críticos: interfaces possíveis
title Linguistic analysis and critical literacies: possible interfaces
spellingShingle Linguistic analysis and critical literacies: possible interfaces
Costa, Lucas dos Santos
Linguistic analysis
Portuguese teaching
Critical literacies
Análisis lingüístico
Literacidades críticas
Enseñanza del portugués
Análise linguística
Ensino de português
Letramentos críticos
title_short Linguistic analysis and critical literacies: possible interfaces
title_full Linguistic analysis and critical literacies: possible interfaces
title_fullStr Linguistic analysis and critical literacies: possible interfaces
title_full_unstemmed Linguistic analysis and critical literacies: possible interfaces
title_sort Linguistic analysis and critical literacies: possible interfaces
author Costa, Lucas dos Santos
author_facet Costa, Lucas dos Santos
Mendonça, Márcia Rodrigues de Souza
author_role author
author2 Mendonça, Márcia Rodrigues de Souza
author2_role author
dc.contributor.author.fl_str_mv Costa, Lucas dos Santos
Mendonça, Márcia Rodrigues de Souza
dc.subject.por.fl_str_mv Linguistic analysis
Portuguese teaching
Critical literacies
Análisis lingüístico
Literacidades críticas
Enseñanza del portugués
Análise linguística
Ensino de português
Letramentos críticos
topic Linguistic analysis
Portuguese teaching
Critical literacies
Análisis lingüístico
Literacidades críticas
Enseñanza del portugués
Análise linguística
Ensino de português
Letramentos críticos
description This article discusses, in an exploratory way, possible interfaces between linguistic analysis (LA) practices and the perspective of critical literacies, with a view to an emancipatory education (FREIRE, 1989), which invests in the critical formation of students. The methodological path adopted in this bibliographic work consisted of presenting the perspective of critical literacies (JANKS, 2000, 2010, 2012, 2013; KALANTZIS; COPE; PINHEIRO, 2020; LUKE; WOODS, 2009; LUKE, 2012), seeking to elaborate a view that relates them to work with language at school. Aspects related to what is understood by linguistic analysis practices were also brought up for discussion, both from academic studies (BEZERRA; REINALDO, 2020; GERALDI, 1999; MENDONÇA, 2022) and from Brazilian curricular references (BRASIL, 1998; BRASIL, 2018). Then, relations were established between critical literacies and the proposed work with LA practices. Although originated in different times and spaces of knowledge production, these mentioned perspectives, in basic education, dialogue very closely in relation to the important role of reflection on language in contemporary school practices and the formative principles involved in this reflection.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Artigo avaliado pelos pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/46686
10.5433/1519-5392.2022v22n4Espp188-216
url https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/46686
identifier_str_mv 10.5433/1519-5392.2022v22n4Espp188-216
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/46686/48749
dc.rights.driver.fl_str_mv Copyright (c) 2023 Lucas dos Santos Costa, Márcia Mendonça
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Lucas dos Santos Costa, Márcia Mendonça
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv Entretextos; v. 22 n. 4Esp (2022): Dossiê: Ensino e aprendizagem na perspectiva da Linguística Aplicada: estudos da/para a sala de aula; 188-216
2764-0809
1519-5392
reponame:Revista Entretextos
instname:Universidade Estadual de Londrina (UEL)
instacron:UEL
instname_str Universidade Estadual de Londrina (UEL)
instacron_str UEL
institution UEL
reponame_str Revista Entretextos
collection Revista Entretextos
repository.name.fl_str_mv Revista Entretextos - Universidade Estadual de Londrina (UEL)
repository.mail.fl_str_mv ||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br
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