Tensões e conflitos emergentes nas práticas de letramentos acadêmicos em contexto intercultural: construindo caminhos de resistência para ocupar o território do campo acadêmico

Detalhes bibliográficos
Autor(a) principal: Souza, Naiara Cristina Santos de
Data de Publicação: 2019
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Repositório Institucional da UFG
dARK ID: ark:/38995/00130000036xz
Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/9498
Resumo: The geopolitics of knowledge, born of the bowels of the colonial process and shaped by the invasion of the Americas, structures the Western universities, being representative of the ways in which the coloniality of power operates (LANDER, 2010, SEGATO, 2016; ARIAS, 2010; CASTRO-GOMÉZ, 2007). In this context, academic writing takes on a leading role and is responsible for the perpetuation of an epistemic racism in the forms of production and dissemination of knowledge (MIGNOLO, 2003). From the decolonial option (MIGNOLO, 2005; 2010) I problematize how the clash and tensions between academic literacy practices based on Eurocentric visions and the knowledge provided by subalternized cultures to the academic context can offer ways to think about new models of production and legitimation of other knowledge, which are denied and subalternized by the hegemonic Western academic context. In order to construct these reflections, I narrate my ethnographic experience, born in the Núcleo Takinahakỹ de Formação Superior Indígena, in order to: raise the tensions, conflicts and negotiations emerging in the academic literacy practices in intercultural context from the experiences of indigenous academics; to problematize the self-representations of the identities of the academic indigenous in an intercultural academic context in relation to the production of knowledge in the university; and also to think alternatives to legitimize knowledge and the forms of production of knowledge that have been subalternized for centuries by the hegemonic Eurocentric power. In this trajectory, in dialogue with the New Literacy Studies, specifically in the field of academic literacies (STREET, 2006, 2014; ZAVALA, 2010; LILLIS AND SCOTT, 2007), I present the constructions of this field of research, which pointed to the need for a critical expansion in relation to an epistemological and linguistic racism still presents in academic literacy practices. In this way, they demonstrate how contemporary research (ZAVALA AND CÓRDOVA, 2010, NASCIMENTO, 2014, CASTILLO, 2013, CANAGARAJAH, 2002, 2015) has built more sensitive perspectives on literacy practices in academia. Then with the contribution of indigenous speakers who helped me build this research, I present indigenous perspectives on literacy practices (KOPENAWA AND ALBERT, 2015; MUNDURUKU, 2006; JOEL CUXY AND HERBETTA, 2016); with the purpose of showing how these people, from the locus of indigenous enunciation, have thought and felt the practices of literacies. In this dialogue, I present how the emerging tensions and conflicts in academic literacy practices are closely related to the coloniality of power and, consequently, to the coloniality of knowledge, intrinsically connected with linguistic coloniality. From this reflection, I show from indigenous academic productions (MARINEUZA KRIKATI 2017; TORRICELE HATUNAKA JAVAÉ, 2017; AMUTU WAURÁ, 2018), how indigenous academics occupy the territory of academia based on the affirmation of their identity marks (PIÑACUÉ ACHICUE, 2014; MAHER; 2010; THIÉL, 2006), through language practices (MIGNOLO 2003) and the different textualities that fracture the geopolitics of knowledge, practices that point other paths to the construction of a conception of academic literacy closer to an interepistemic dialogue based on the political and epistemic struggle produced by indigenous bodies and knowledge in the spaces of colonial difference.
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spelling Nascimento, André Marques dohttp://lattes.cnpq.br/5790337585238988Nascimento, André Marques doFraga, LetíciaPinto, Joana Plazahttp://lattes.cnpq.br/0994862790092944Souza, Naiara Cristina Santos de2019-04-18T16:15:40Z2019-03-14SOUZA, Naiara Cristina Santos. Tensões e conflitos emergentes nas práticas de letramentos acadêmicos em contexto intercultural: construindo caminhos de resistência para ocupar o território do campo acadêmico. 2019. 232 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2019.http://repositorio.bc.ufg.br/tede/handle/tede/9498ark:/38995/00130000036xzThe geopolitics of knowledge, born of the bowels of the colonial process and shaped by the invasion of the Americas, structures the Western universities, being representative of the ways in which the coloniality of power operates (LANDER, 2010, SEGATO, 2016; ARIAS, 2010; CASTRO-GOMÉZ, 2007). In this context, academic writing takes on a leading role and is responsible for the perpetuation of an epistemic racism in the forms of production and dissemination of knowledge (MIGNOLO, 2003). From the decolonial option (MIGNOLO, 2005; 2010) I problematize how the clash and tensions between academic literacy practices based on Eurocentric visions and the knowledge provided by subalternized cultures to the academic context can offer ways to think about new models of production and legitimation of other knowledge, which are denied and subalternized by the hegemonic Western academic context. In order to construct these reflections, I narrate my ethnographic experience, born in the Núcleo Takinahakỹ de Formação Superior Indígena, in order to: raise the tensions, conflicts and negotiations emerging in the academic literacy practices in intercultural context from the experiences of indigenous academics; to problematize the self-representations of the identities of the academic indigenous in an intercultural academic context in relation to the production of knowledge in the university; and also to think alternatives to legitimize knowledge and the forms of production of knowledge that have been subalternized for centuries by the hegemonic Eurocentric power. In this trajectory, in dialogue with the New Literacy Studies, specifically in the field of academic literacies (STREET, 2006, 2014; ZAVALA, 2010; LILLIS AND SCOTT, 2007), I present the constructions of this field of research, which pointed to the need for a critical expansion in relation to an epistemological and linguistic racism still presents in academic literacy practices. In this way, they demonstrate how contemporary research (ZAVALA AND CÓRDOVA, 2010, NASCIMENTO, 2014, CASTILLO, 2013, CANAGARAJAH, 2002, 2015) has built more sensitive perspectives on literacy practices in academia. Then with the contribution of indigenous speakers who helped me build this research, I present indigenous perspectives on literacy practices (KOPENAWA AND ALBERT, 2015; MUNDURUKU, 2006; JOEL CUXY AND HERBETTA, 2016); with the purpose of showing how these people, from the locus of indigenous enunciation, have thought and felt the practices of literacies. In this dialogue, I present how the emerging tensions and conflicts in academic literacy practices are closely related to the coloniality of power and, consequently, to the coloniality of knowledge, intrinsically connected with linguistic coloniality. From this reflection, I show from indigenous academic productions (MARINEUZA KRIKATI 2017; TORRICELE HATUNAKA JAVAÉ, 2017; AMUTU WAURÁ, 2018), how indigenous academics occupy the territory of academia based on the affirmation of their identity marks (PIÑACUÉ ACHICUE, 2014; MAHER; 2010; THIÉL, 2006), through language practices (MIGNOLO 2003) and the different textualities that fracture the geopolitics of knowledge, practices that point other paths to the construction of a conception of academic literacy closer to an interepistemic dialogue based on the political and epistemic struggle produced by indigenous bodies and knowledge in the spaces of colonial difference.A geopolítica do conhecimento, nascida das entranhas do processo colonial e configurada a partir da invasão das Américas, estrutura as universidades ocidentais, sendo representativa das formas em que a colonialidade do poder opera (LANDER, 2010, SEGATO, 2016; ARIAS, 2010; CASTRO- GOMÉZ, 2007). Dentro deste cenário, a escrita acadêmica ganha um protagonismo e é responsável pela perpetuação de um racismo epistêmico nas formas de produção e divulgação dos conhecimentos (MIGNOLO, 2003). Comprometida com a opção decolonial (MIGNOLO, 2005; 2010), problematizo como o embate e as tensões entre práticas de letramentos acadêmicos baseadas em visões eurocêntricas e os conhecimentos trazidos por culturas subalternizadas, para o contexto acadêmico, podem oferecer caminhos para pensarmos novos modelos de produção e legitimação de conhecimentos outros, que são negados e subalternizados pelo contexto acadêmico ocidental hegemônico. Para construir essas reflexões, conto a minha experiência etnográfica, nascida no Núcleo Takinahakỹ de Formação Superior Indígena, da Universidade Federal de Goiás, a fim de: colocar em pauta as tensões, conflitos e negociações emergentes nas práticas de letramentos acadêmicos em contexto intercultural a partir das vivências de acadêmicas/os indígenas; problematizar as auto-representações identitárias das/os acadêmicas/os indígenas inseridas/inseridos em contexto acadêmico intercultural em relação à produção de conhecimento na universidade; e, também, pensar em alternativas viáveis para legitimar conhecimentos e as formas de produção de conhecimento que foram subalternizados durante séculos pelo poder hegemônico eurocêntrico. Nessa trajetória, em diálogo com o campo dos Novos Estudos do Letramento, especificamente na área de letramentos acadêmicos (STREET, 2006; 2014; ZAVALA, 2010; LILLIS E SCOTT, 2007), apresento as construibuições desse campo de pesquisa, ao mesmo tempo em que pontuo a necessidade da ampliação crítica em relação ao racismo epistemológico/linguístico ainda presente nas práticas de letramentos acadêmicos. Nesse percurso, demonstro como pesquisas contemporâneas (ZAVALA E CÓRDOVA, 2010; NASCIMENTO, 2014; CASTILLO, 2013; KAFLE E CANAGARAJAH, 2015) têm construído perspectivas mais sensíveis em relação às práticas de letramentos na academia. Durante este caminho, juntamente com as vozes das/os interlocutoras/es indigenas que me ajudaram a construir esta pesquisa, apresento perspectivas indígenas sobre as práticas de letramento (KOPENAWA E ALBERT, 2015; MUNDURUKU, 2006; JOEL CUXY E HERBETTA, 2016), com o intuito de mostrar como essas pessoas, a partir do locus de enunciação indígena, têm pensado e sentido as práticas de letramentos. Neste diálogo, apresento como as tensões e conflitos emergentes nas práticas de letramentos acadêmicos possuem estreita relação com a colonialidade do poder e, consequentemente, com a colonialidade do saber, intrinsicamente conectada com a colonialidade linguística. A partir dessa reflexão, apresento a partir das produções acadêmicas indígenas (MARINEUZA KRIKATI 2017; TORRICELE HATUNAKA JAVAÉ, 2017; AMUTU WAURÁ, 2018), como acadêmicas/os indígenas ocupam o território da academia a partir da afirmação das suas marcas identitárias (PIÑACUÉ ACHICUE, 2014; MAHER; 2010; THIÉL, 2006), através de práticas de linguajamento (MIGNOLO 2003) e das multimodalidades discursivas que fraturam a geopolítica do conhecimento, práticas essas que apontam caminhos outros para a construção de uma concepção de letramentos acadêmicos mais próxima de um diálogo interepistêmico a partir da luta política e epistêmica produzidas por corpos e saberes indígenas nos espaços da diferença colonial.Submitted by Ana Caroline Costa (ana_caroline212@hotmail.com) on 2019-04-17T17:16:28Z No. of bitstreams: 2 Dissertação - Naiara Cristina Santos de Souza - 2019.pdf: 3997891 bytes, checksum: c0d58ba034f0962d3c3d538338366828 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2019-04-18T16:15:40Z (GMT) No. of bitstreams: 2 Dissertação - Naiara Cristina Santos de Souza - 2019.pdf: 3997891 bytes, checksum: c0d58ba034f0962d3c3d538338366828 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2019-04-18T16:15:40Z (GMT). No. of bitstreams: 2 Dissertação - Naiara Cristina Santos de Souza - 2019.pdf: 3997891 bytes, checksum: c0d58ba034f0962d3c3d538338366828 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2019-03-14Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfporUniversidade Federal de GoiásPrograma de Pós-graduação em Letras e Linguística (FL)UFGBrasilFaculdade de Letras - FL (RG)http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessLetramentos acadêmicosGeopolítica do conhecimentoColonialidade do saberPráticas de letramentos acadêmicos em contexto interculturalInterculturalidadeAcademic literaciesGeopolitics of knowledgeColoniality of knowledgeAcademic writing in intercultural contextsIntercultural practicesLINGUISTICA, LETRAS E ARTES::LINGUISTICATensões e conflitos emergentes nas práticas de letramentos acadêmicos em contexto intercultural: construindo caminhos de resistência para ocupar o território do campo acadêmicoEmerging tensions and conflicts in the practices of academic literacy in an intercultural context: building paths of resistance to occupy the territory of the academic fieldinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-1403758209736362229600600600600-541785070467807298879552599547855107832075167498588264571reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGLICENSElicense.txtlicense.txttext/plain; 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dc.title.eng.fl_str_mv Tensões e conflitos emergentes nas práticas de letramentos acadêmicos em contexto intercultural: construindo caminhos de resistência para ocupar o território do campo acadêmico
dc.title.alternative.eng.fl_str_mv Emerging tensions and conflicts in the practices of academic literacy in an intercultural context: building paths of resistance to occupy the territory of the academic field
title Tensões e conflitos emergentes nas práticas de letramentos acadêmicos em contexto intercultural: construindo caminhos de resistência para ocupar o território do campo acadêmico
spellingShingle Tensões e conflitos emergentes nas práticas de letramentos acadêmicos em contexto intercultural: construindo caminhos de resistência para ocupar o território do campo acadêmico
Souza, Naiara Cristina Santos de
Letramentos acadêmicos
Geopolítica do conhecimento
Colonialidade do saber
Práticas de letramentos acadêmicos em contexto intercultural
Interculturalidade
Academic literacies
Geopolitics of knowledge
Coloniality of knowledge
Academic writing in intercultural contexts
Intercultural practices
LINGUISTICA, LETRAS E ARTES::LINGUISTICA
title_short Tensões e conflitos emergentes nas práticas de letramentos acadêmicos em contexto intercultural: construindo caminhos de resistência para ocupar o território do campo acadêmico
title_full Tensões e conflitos emergentes nas práticas de letramentos acadêmicos em contexto intercultural: construindo caminhos de resistência para ocupar o território do campo acadêmico
title_fullStr Tensões e conflitos emergentes nas práticas de letramentos acadêmicos em contexto intercultural: construindo caminhos de resistência para ocupar o território do campo acadêmico
title_full_unstemmed Tensões e conflitos emergentes nas práticas de letramentos acadêmicos em contexto intercultural: construindo caminhos de resistência para ocupar o território do campo acadêmico
title_sort Tensões e conflitos emergentes nas práticas de letramentos acadêmicos em contexto intercultural: construindo caminhos de resistência para ocupar o território do campo acadêmico
author Souza, Naiara Cristina Santos de
author_facet Souza, Naiara Cristina Santos de
author_role author
dc.contributor.advisor1.fl_str_mv Nascimento, André Marques do
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/5790337585238988
dc.contributor.referee1.fl_str_mv Nascimento, André Marques do
dc.contributor.referee2.fl_str_mv Fraga, Letícia
dc.contributor.referee3.fl_str_mv Pinto, Joana Plaza
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/0994862790092944
dc.contributor.author.fl_str_mv Souza, Naiara Cristina Santos de
contributor_str_mv Nascimento, André Marques do
Nascimento, André Marques do
Fraga, Letícia
Pinto, Joana Plaza
dc.subject.por.fl_str_mv Letramentos acadêmicos
Geopolítica do conhecimento
Colonialidade do saber
Práticas de letramentos acadêmicos em contexto intercultural
Interculturalidade
topic Letramentos acadêmicos
Geopolítica do conhecimento
Colonialidade do saber
Práticas de letramentos acadêmicos em contexto intercultural
Interculturalidade
Academic literacies
Geopolitics of knowledge
Coloniality of knowledge
Academic writing in intercultural contexts
Intercultural practices
LINGUISTICA, LETRAS E ARTES::LINGUISTICA
dc.subject.eng.fl_str_mv Academic literacies
Geopolitics of knowledge
Coloniality of knowledge
Academic writing in intercultural contexts
Intercultural practices
dc.subject.cnpq.fl_str_mv LINGUISTICA, LETRAS E ARTES::LINGUISTICA
description The geopolitics of knowledge, born of the bowels of the colonial process and shaped by the invasion of the Americas, structures the Western universities, being representative of the ways in which the coloniality of power operates (LANDER, 2010, SEGATO, 2016; ARIAS, 2010; CASTRO-GOMÉZ, 2007). In this context, academic writing takes on a leading role and is responsible for the perpetuation of an epistemic racism in the forms of production and dissemination of knowledge (MIGNOLO, 2003). From the decolonial option (MIGNOLO, 2005; 2010) I problematize how the clash and tensions between academic literacy practices based on Eurocentric visions and the knowledge provided by subalternized cultures to the academic context can offer ways to think about new models of production and legitimation of other knowledge, which are denied and subalternized by the hegemonic Western academic context. In order to construct these reflections, I narrate my ethnographic experience, born in the Núcleo Takinahakỹ de Formação Superior Indígena, in order to: raise the tensions, conflicts and negotiations emerging in the academic literacy practices in intercultural context from the experiences of indigenous academics; to problematize the self-representations of the identities of the academic indigenous in an intercultural academic context in relation to the production of knowledge in the university; and also to think alternatives to legitimize knowledge and the forms of production of knowledge that have been subalternized for centuries by the hegemonic Eurocentric power. In this trajectory, in dialogue with the New Literacy Studies, specifically in the field of academic literacies (STREET, 2006, 2014; ZAVALA, 2010; LILLIS AND SCOTT, 2007), I present the constructions of this field of research, which pointed to the need for a critical expansion in relation to an epistemological and linguistic racism still presents in academic literacy practices. In this way, they demonstrate how contemporary research (ZAVALA AND CÓRDOVA, 2010, NASCIMENTO, 2014, CASTILLO, 2013, CANAGARAJAH, 2002, 2015) has built more sensitive perspectives on literacy practices in academia. Then with the contribution of indigenous speakers who helped me build this research, I present indigenous perspectives on literacy practices (KOPENAWA AND ALBERT, 2015; MUNDURUKU, 2006; JOEL CUXY AND HERBETTA, 2016); with the purpose of showing how these people, from the locus of indigenous enunciation, have thought and felt the practices of literacies. In this dialogue, I present how the emerging tensions and conflicts in academic literacy practices are closely related to the coloniality of power and, consequently, to the coloniality of knowledge, intrinsically connected with linguistic coloniality. From this reflection, I show from indigenous academic productions (MARINEUZA KRIKATI 2017; TORRICELE HATUNAKA JAVAÉ, 2017; AMUTU WAURÁ, 2018), how indigenous academics occupy the territory of academia based on the affirmation of their identity marks (PIÑACUÉ ACHICUE, 2014; MAHER; 2010; THIÉL, 2006), through language practices (MIGNOLO 2003) and the different textualities that fracture the geopolitics of knowledge, practices that point other paths to the construction of a conception of academic literacy closer to an interepistemic dialogue based on the political and epistemic struggle produced by indigenous bodies and knowledge in the spaces of colonial difference.
publishDate 2019
dc.date.accessioned.fl_str_mv 2019-04-18T16:15:40Z
dc.date.issued.fl_str_mv 2019-03-14
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dc.identifier.citation.fl_str_mv SOUZA, Naiara Cristina Santos. Tensões e conflitos emergentes nas práticas de letramentos acadêmicos em contexto intercultural: construindo caminhos de resistência para ocupar o território do campo acadêmico. 2019. 232 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2019.
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identifier_str_mv SOUZA, Naiara Cristina Santos. Tensões e conflitos emergentes nas práticas de letramentos acadêmicos em contexto intercultural: construindo caminhos de resistência para ocupar o território do campo acadêmico. 2019. 232 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2019.
ark:/38995/00130000036xz
url http://repositorio.bc.ufg.br/tede/handle/tede/9498
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dc.publisher.none.fl_str_mv Universidade Federal de Goiás
dc.publisher.program.fl_str_mv Programa de Pós-graduação em Letras e Linguística (FL)
dc.publisher.initials.fl_str_mv UFG
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Faculdade de Letras - FL (RG)
publisher.none.fl_str_mv Universidade Federal de Goiás
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