Linguistic analysis and critical literacies: possible interfaces
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | |
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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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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1799315390018355200 |