Who’s Afraid of the Fluidity in Language?: Can the Trans-Subaltern Speak?
| Autor(a) principal: | |
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| Data de Publicação: | 2023 |
| Outros Autores: | |
| Tipo de documento: | Artigo |
| Idioma: | eng |
| Título da fonte: | Revista Brasileira de Lingüística Aplicada (Online) |
| Texto Completo: | http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/22073 |
Resumo: | ABSTRACT: In this article, public space is not considered neutral, but an arena where meanings are contested and also negotiated. Thus, we defend that Linguistic Landscapes (LL) can be used as an educational tool for language learning and for interpreting political and social issues (SHOHAMY; GORTER, 2009, p. 9). Therefore, based upon language studies, visual literacies, aesthetics, politics and social inclusion, we call for a redefinition of the process of translanguaging and look for an understanding of this process beyond bilingualism and multilingualism. We defend the need to expand our understanding of translanguaging and situate it also within named and “bounded” languages. In order to tackle translanguaging and gender inclusive language, each section starts with the problematization of one or more Linguistic Landscape(s) from two contexts: The University of São Paulo or the city of São Paulo and we discuss the concepts of Différance and the trans-subaltern, the epistemic and violent representation of the Other, and how the concepts of Police and Politics (RANCIÈRE, 2004; 2010) hugely influence the aesthetics and meaning-making of translanguages and trans-bodies.KEYWORDS: linguistic landscapes; gender inclusive language; trans-subaltern bodies; translanguaging; language education. |
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Who’s Afraid of the Fluidity in Language?: Can the Trans-Subaltern Speak?Quem tem medo da fluidez na linguagem?: podem es trans-subalternes falar?linguistic landscapes; gender inclusive language; trans-subaltern bodies; translanguaging; language education.paisagens linguísticas; linguagem inclusiva de gênero; corpos trans subalternos; translinguagem; ensino de línguas.ABSTRACT: In this article, public space is not considered neutral, but an arena where meanings are contested and also negotiated. Thus, we defend that Linguistic Landscapes (LL) can be used as an educational tool for language learning and for interpreting political and social issues (SHOHAMY; GORTER, 2009, p. 9). Therefore, based upon language studies, visual literacies, aesthetics, politics and social inclusion, we call for a redefinition of the process of translanguaging and look for an understanding of this process beyond bilingualism and multilingualism. We defend the need to expand our understanding of translanguaging and situate it also within named and “bounded” languages. In order to tackle translanguaging and gender inclusive language, each section starts with the problematization of one or more Linguistic Landscape(s) from two contexts: The University of São Paulo or the city of São Paulo and we discuss the concepts of Différance and the trans-subaltern, the epistemic and violent representation of the Other, and how the concepts of Police and Politics (RANCIÈRE, 2004; 2010) hugely influence the aesthetics and meaning-making of translanguages and trans-bodies.KEYWORDS: linguistic landscapes; gender inclusive language; trans-subaltern bodies; translanguaging; language education.RESUMO: Neste artigo, o espaço público não é considerado neutro, mas uma arena onde significados são contestados e, também, negociados. Como tal, defendemos que Paisagens Linguísticas (PL) podem ser usadas como uma ferramenta educacional para a aprendizagem de línguas e para a interpretação de questões políticas e sociais (SHOHAMY; GORTER, 2009, p. 9). Portanto, com base em estudos de linguagem, letramentos visuais, estética, política e inclusão social, clamamos por uma redefinição do processo de translinguagem e buscamos uma compreensão desse processo para além do bilinguismo e do multilinguismo. Defendemos a necessidade de expandir nosso entendimento sobre translinguagem e situá-la também no âmbito de linguagens nomeadas e “delimitadas”. Para abordar a translinguagem e a linguagem inclusiva de gênero, cada seção começa com a problematização de uma ou mais Paisagens Linguísticas de dois contextos: a Universidade de São Paulo ou a cidade de São Paulo e discutimos os conceitos de Différance e de trans-subalterne, a representação epistêmica e violenta de Outre, e como os conceitos da Polícia e da Política (RANCIÈRE, 2004; 2010) influenciam de forma decisiva a estética e a significação das translinguagens e de corpos trans.PALAVRAS-CHAVE: paisagens linguísticas; linguagem inclusiva de gênero; corpos trans subalternos; translinguagem; ensino de línguas.Faculdade de Letras - Universidade Federal de Minas GeraisMizan, SouzanaFerraz, Daniel de Mello2023-12-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/22073Revista Brasileira de Linguística Aplicada; Vol 23, No 1 (2023): Translanguaging and Language Policy in the Global SouthRevista Brasileira de Linguística Aplicada; Vol 23, No 1 (2023): Translanguaging and Language Policy in the Global SouthRevista Brasileira de Linguística Aplicada; Vol 23, No 1 (2023): Translanguaging and Language Policy in the Global South1984-63981676-0786reponame:Revista Brasileira de Lingüística Aplicada (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGenghttp://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/22073/1125614909http://www.periodicos.letras.ufmg.br/index.php/rbla/article/downloadSuppFile/22073/3349http://www.periodicos.letras.ufmg.br/index.php/rbla/article/downloadSuppFile/22073/3396/*ref*/ANDRADE, L. N. Travestis na escola: assujeitamento e resistência à ordem normativa. Rio de Janeiro, RJ: Metanoia Editora, 2015. 346 p./*ref*/ANDREOTTI, V.; MENEZES DE SOUZA, L. M. T. Reading the world through other eyes. Derby, UK: Global Education, 2008. 41 p./*ref*/BUTLER, J. Bodies that matter. New York, NY: Routledge, 2011. 226 p./*ref*/CAMPANELLA, B. Reconhecimento datificado em plataformas digitais: lógicas e implicações. Civitas, v. 21, n. 2, p. 282-292, May-Aug. 2021. DOI: 10.15448/1984-7289.2021.2.39909. Available at: https//doi.org/10.15448/1984-7289.2021.2.39909. Accessed on: 30 May 2022./*ref*/CASTRO, M. Translanguaging: teaching at the intersection of language and social justice. Madison, WI: WIDA Focus Bulletin, 2020. Available at: https://wida.wisc.edu/sites/default/files/resource/Focus-Bulletin-Translanguaging.pdf. Accessed on: 30 May 2022./*ref*/CASTRO-GÓMEZ, S. The Missing Chapter of Empire: Postmodern reorganization of coloniality and post-Fordist Capitalism. Cultural Studies, v. 21, n. 2-3, p. 428-448, 2007. DOI: 10.1080/09502380601162639. Available at: https://doi.org/10.1080/09502380601162639. Accessed on: 30 May 2022./*ref*/CONNELL, R. Southern Theory: the global dynamics of knowledge in social science. Cambridge, UK: Polity Press, 2007. 271 p./*ref*/DOS SANTOS, A. L. P. Língua para todes: um olhar formal sobre a expressão do gênero gramatical no Português e a demanda pela língua(gem) inclusiva. Revista Ártemis, [S. l.], v. 28, n. 1, p. 160–178, 2019. DOI: 10.22478/ufpb.1807-8214.2019v28n1.41827. Available on: https://doi.org/10.22478/ufpb.1807-8214.2019v28n1.41827. Access on: 4 May 2022./*ref*/EVANGELISTA, R. Para Além das Máquinas de Adorável Graça: cultura hacker, cibernética e demo-cracia. São Paulo, SP: Edições Sesc São Paulo, 2018. 113 p./*ref*/GARCÍA, O.; KLEIFGEN, J. A. Translanguaging and literacies. Reading Research Quarterly, v. 55, n. 4, p. 553-571, 2019. DOI: 10.1002/rrq.286. Available at: https://doi.org/10.1002/rrq.286. Accessed on: 30 May 2022./*ref*/GUSTAFSSON, S. M, BÄCK E. A.; LINDQVIST. A. Introducing a gender-neutral pronoun in a natu-ral gender language: the influence of time on attitudes and behavior. Frontiers in Psychology, v. 6, n. 893, 2015. DOI: 10.3389/fpsyg.2015.00893. Available at: https://doi.org/10.3389/fpsyg.2015.00893. Ac-cessed on: 30 May 2022./*ref*/HARDT, M.; NEGRI, A. Imperio. Bogotá: Ediciones desde Abajo, 2001./*ref*/HONNETH, A.; MARGALIT, A. Recognition. Aristotelian Society Supplementary Volume, v. 75, n. 1, p. 111-139, 2001. DOI: 10.1111/1467-8349.00081. Available at: https://doi.org/10.1111/1467-8349.00081. Accessed on: 30 May 2022./*ref*/HULT, F. M. Language ecology and linguistic landscape analysis. In: SHOHAMY, E; GORTER, D. (eds.) Linguistic Landscape: expanding the scenery. New York, NY: Routledge, 2009, p. 88-104./*ref*/KRISTEVA, J. Powers of Horror: An Essay on Abjection. Translated by Leon S. Roudiez. New York, NY: Columbia University Press, 1982. 219 p./*ref*/LIMA, J. D. Todes, sim! Maite Schneider transforma sonhos em realidade a partir da luta por educação e trabalho para pessoas trans. Ecoa UOL, São Paulo, Aug. 2021. Available at: https://www.uol.com.br/ecoa/reportagens-especiais/trabalho-causadores---maite-schneider/#cover. Accessed on: 30 May 2022./*ref*/MENEZES DE SOUZA, L. M. T. Decolonial pedagogies, multilingualism and literacies. Multilingual Margins, v. 6, p. 1-15, 2019. DOI: 10.14426/mm.v6i1.135. Available at: https://doi.org/10.14426/mm.v6i1.135. Accessed on: 30 May 2022./*ref*/MENEZES DE SOUZA, L. M. T. Engaging the Global by Resituating the Local (Dis)locating the Lit-erate Global Subject and His View from Nowhere. In: ANDREOTTI, V. O., MENEZES DE SOUZA, L. M. T. Postcolonial Perspectives on Global Citizenship Education. New York, NY: Routledge, 2012. p. 68-83./*ref*/MENEZES DE SOUZA, L. M. T. Glocal Languages, Coloniality and Globalization from below. In: GUILHERME, M.; SOUZA, L.M.T. (eds.) Glocal languages and Critical Intercultural Awareness. New York, NY: Routledge, 2018. p. 17-41./*ref*/MENEZES DE SOUZA, L.T.M.; GUILHERME, M. Towards Globalization from Below. In: GUI-LHERME, M.; MENEZES DE SOUZA, L. M. T. (eds.). Glocal languages and Critical Intercultural Awareness. New York, NY: Routledge, 2018. p. 240-254./*ref*/MIGNOLO, W. Epistemic Disobedience, Independent Thought and Decolonial Freedom. Theory, Cul-ture & Society, v. 26, n. 7-8, p. 1-23, 2009. DOI: 10.1177/0263276409349275. Available at: http://doi.org/10.1177/0263276409349275. Accessed on: 30 May 2022./*ref*/MIGNOLO, W. Local Histories/Global Designs: Coloniality, Subaltern Knowledges, and Border Think-ing. New Jersey, NJ: Princeton University Press, 2000. 408 p./*ref*/MIGUEL, M. D. Educação Linguística em Língua Inglesa e Letramentos Visuais: Um Olhar Decolonial sobre as Paisagens Linguísticas da Cidade de São Paulo. Dissertação (Mestrado em Estudos Linguísticos e Literários em Inglês) – Faculdade de Filosofia, Letras e Ciências Humanas, Universidade de São Paulo, 2021. 145 p. DOI: 10.11606/D.8.2021.tde-07062022-144216. Available at: https://doi.org/10.11606/D.8.2021.tde-07062022-144216. Accessed on: 30 May 2022./*ref*/MIZAN, S.; ALCANTARA, Y. B. Ecology of Knowledges in Language Teacher Education: The Use of New Technologies in the Contact Zones between Basic and Higher Education. Letras Raras, v. 8, n. 3, p. 168-197, 2019. DOI: 10.35572/rlr.v8i3.1460. Available at: https://doi.org/10.35572/rlr.v8i3.1460. Ac-cessed on: 30 May 2022./*ref*/PESSOTTO, A. L. Língua para Todes: Um Olhar Formal sobre a Expressão do Gênero Gramatical no Português e a Demanda pela Língua(gem) Inclusiva. Revista Ártemis, v. XXVIII, n. 1, p. 160-178, 2019. DOI: 10.22478/ufpb.1807-8214.2019v28n1.41827. Available at: https://doi.org/10.22478/ufpb.1807-8214.2019v28n1.41827. Accessed on: 30 May 2022./*ref*/PHILLIPS, R. Abjection. Transgender Studies Quarterly, v. 1, n. 1-2, p. 19-21, 2014. DOI: 10.1215/23289252-2399470. Available at: https://doi.org/10.1215/23289252-2399470. Accessed on: 30 May 2022./*ref*/RANCIÈRE, J. Dissensus: On Politics and Aesthetics. Edition and translation by Steven Corcoran. Lon-don, UK: Continuum, 2010. 230 p./*ref*/RANCIÈRE, J. The Politics of Aesthetics: The Distribution of the Sensible. London, UK: Continuum, 2004. 112 p./*ref*/ROCHA, C. H. Educação linguística na liquidez da sociedade do cansaço: o potencial decolonial da perspectiva translíngue. D.E.L.T.A., v. 35, n. 4, p. 1-39, 2019. DOI: 10.1590/1678-460X2019350403. Available at: https://doi.org/10.1590/1678-460X2019350403. Accessed on: 30 May 2022./*ref*/SHOHAMY, E. Language Policy: Hidden Agendas and New Approaches. New York, NY: Routledge, 2006. 208 p./*ref*/SHOHAMY, E.; GORTER, D. (eds.) Linguistic Landscape: Expanding the Scenery. New York, NY: Routledge, 2009. 392 p./*ref*/SILVA, A. A. C.. Letramento Crítico (Visual e Racial): Desconstruindo representações unívocas e suas violências. Revista X, v. 14, n. 5, p. 168-180, 2019. DOI: 10.5380/rvx.v14i5.68452. Available at: http://dx.doi.org/10.5380/rvx.v14i5.68452. Accessed on: 30 May 2022./*ref*/SOUSA SANTOS, B. Beyond Abyssal Thinking: From Global Lines to Ecologies of Knowledges, Review, v. XXX, n. 1, p. 45-89, 2007./*ref*/SOUSA SANTOS, B. The end of the cognitive empire: the coming of age of epistemologies of the South. Durham, NC: Duke University Press, 2018. 376 p./*ref*/SPIVAK, G. C. Can the Subaltern Speak? In: WILLIAMS, P.; CHRISMAN, L. (eds). Colonial Discourse and Post- Colonial Theory. New York, NY: Columbia University Press, 1994. p. 66-111./*ref*/TOMPKINS, A. Asterisk. Transgender Studies Quarterly, v. 1, n. 1-2, p. 26-27, 2014. DOI: 10.1215/23289252-2399497. Available at: https://doi.org/10.1215/23289252-2399497. Acces-sed on: 30 May 2022.Copyright (c) 2023 Souzana Mizan, Daniel de Mello Ferrazhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2023-12-28T16:05:47Zoai:periodicos.letras.ufmg.br:article/22073Revistahttp://www.periodicos.letras.ufmg.br/index.php/rbla/indexPUBhttp://www.periodicos.letras.ufmg.br/index.php/rbla/oairblasecretaria@gmail.com||periodicosfaleufmg@gmail.com1984-63981676-0786opendoar:2023-12-28T16:05:47Revista Brasileira de Lingüística Aplicada (Online) - Universidade Federal de Minas Gerais (UFMG)false |
| dc.title.none.fl_str_mv |
Who’s Afraid of the Fluidity in Language?: Can the Trans-Subaltern Speak? Quem tem medo da fluidez na linguagem?: podem es trans-subalternes falar? |
| title |
Who’s Afraid of the Fluidity in Language?: Can the Trans-Subaltern Speak? |
| spellingShingle |
Who’s Afraid of the Fluidity in Language?: Can the Trans-Subaltern Speak? Mizan, Souzana linguistic landscapes; gender inclusive language; trans-subaltern bodies; translanguaging; language education. paisagens linguísticas; linguagem inclusiva de gênero; corpos trans subalternos; translinguagem; ensino de línguas. |
| title_short |
Who’s Afraid of the Fluidity in Language?: Can the Trans-Subaltern Speak? |
| title_full |
Who’s Afraid of the Fluidity in Language?: Can the Trans-Subaltern Speak? |
| title_fullStr |
Who’s Afraid of the Fluidity in Language?: Can the Trans-Subaltern Speak? |
| title_full_unstemmed |
Who’s Afraid of the Fluidity in Language?: Can the Trans-Subaltern Speak? |
| title_sort |
Who’s Afraid of the Fluidity in Language?: Can the Trans-Subaltern Speak? |
| author |
Mizan, Souzana |
| author_facet |
Mizan, Souzana Ferraz, Daniel de Mello |
| author_role |
author |
| author2 |
Ferraz, Daniel de Mello |
| author2_role |
author |
| dc.contributor.none.fl_str_mv |
|
| dc.contributor.author.fl_str_mv |
Mizan, Souzana Ferraz, Daniel de Mello |
| dc.subject.por.fl_str_mv |
linguistic landscapes; gender inclusive language; trans-subaltern bodies; translanguaging; language education. paisagens linguísticas; linguagem inclusiva de gênero; corpos trans subalternos; translinguagem; ensino de línguas. |
| topic |
linguistic landscapes; gender inclusive language; trans-subaltern bodies; translanguaging; language education. paisagens linguísticas; linguagem inclusiva de gênero; corpos trans subalternos; translinguagem; ensino de línguas. |
| description |
ABSTRACT: In this article, public space is not considered neutral, but an arena where meanings are contested and also negotiated. Thus, we defend that Linguistic Landscapes (LL) can be used as an educational tool for language learning and for interpreting political and social issues (SHOHAMY; GORTER, 2009, p. 9). Therefore, based upon language studies, visual literacies, aesthetics, politics and social inclusion, we call for a redefinition of the process of translanguaging and look for an understanding of this process beyond bilingualism and multilingualism. We defend the need to expand our understanding of translanguaging and situate it also within named and “bounded” languages. In order to tackle translanguaging and gender inclusive language, each section starts with the problematization of one or more Linguistic Landscape(s) from two contexts: The University of São Paulo or the city of São Paulo and we discuss the concepts of Différance and the trans-subaltern, the epistemic and violent representation of the Other, and how the concepts of Police and Politics (RANCIÈRE, 2004; 2010) hugely influence the aesthetics and meaning-making of translanguages and trans-bodies.KEYWORDS: linguistic landscapes; gender inclusive language; trans-subaltern bodies; translanguaging; language education. |
| publishDate |
2023 |
| dc.date.none.fl_str_mv |
2023-12-28 |
| dc.type.none.fl_str_mv |
|
| dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
| format |
article |
| status_str |
publishedVersion |
| dc.identifier.uri.fl_str_mv |
http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/22073 |
| url |
http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/22073 |
| dc.language.iso.fl_str_mv |
eng |
| language |
eng |
| dc.relation.none.fl_str_mv |
http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/22073/1125614909 http://www.periodicos.letras.ufmg.br/index.php/rbla/article/downloadSuppFile/22073/3349 http://www.periodicos.letras.ufmg.br/index.php/rbla/article/downloadSuppFile/22073/3396 /*ref*/ANDRADE, L. N. Travestis na escola: assujeitamento e resistência à ordem normativa. Rio de Janeiro, RJ: Metanoia Editora, 2015. 346 p. /*ref*/ANDREOTTI, V.; MENEZES DE SOUZA, L. M. T. Reading the world through other eyes. Derby, UK: Global Education, 2008. 41 p. /*ref*/BUTLER, J. Bodies that matter. New York, NY: Routledge, 2011. 226 p. /*ref*/CAMPANELLA, B. Reconhecimento datificado em plataformas digitais: lógicas e implicações. Civitas, v. 21, n. 2, p. 282-292, May-Aug. 2021. DOI: 10.15448/1984-7289.2021.2.39909. Available at: https//doi.org/10.15448/1984-7289.2021.2.39909. Accessed on: 30 May 2022. /*ref*/CASTRO, M. Translanguaging: teaching at the intersection of language and social justice. Madison, WI: WIDA Focus Bulletin, 2020. Available at: https://wida.wisc.edu/sites/default/files/resource/Focus-Bulletin-Translanguaging.pdf. Accessed on: 30 May 2022. /*ref*/CASTRO-GÓMEZ, S. The Missing Chapter of Empire: Postmodern reorganization of coloniality and post-Fordist Capitalism. Cultural Studies, v. 21, n. 2-3, p. 428-448, 2007. DOI: 10.1080/09502380601162639. Available at: https://doi.org/10.1080/09502380601162639. Accessed on: 30 May 2022. /*ref*/CONNELL, R. Southern Theory: the global dynamics of knowledge in social science. Cambridge, UK: Polity Press, 2007. 271 p. /*ref*/DOS SANTOS, A. L. P. Língua para todes: um olhar formal sobre a expressão do gênero gramatical no Português e a demanda pela língua(gem) inclusiva. Revista Ártemis, [S. l.], v. 28, n. 1, p. 160–178, 2019. DOI: 10.22478/ufpb.1807-8214.2019v28n1.41827. Available on: https://doi.org/10.22478/ufpb.1807-8214.2019v28n1.41827. Access on: 4 May 2022. /*ref*/EVANGELISTA, R. Para Além das Máquinas de Adorável Graça: cultura hacker, cibernética e demo-cracia. São Paulo, SP: Edições Sesc São Paulo, 2018. 113 p. /*ref*/GARCÍA, O.; KLEIFGEN, J. A. Translanguaging and literacies. Reading Research Quarterly, v. 55, n. 4, p. 553-571, 2019. DOI: 10.1002/rrq.286. Available at: https://doi.org/10.1002/rrq.286. Accessed on: 30 May 2022. /*ref*/GUSTAFSSON, S. M, BÄCK E. A.; LINDQVIST. A. Introducing a gender-neutral pronoun in a natu-ral gender language: the influence of time on attitudes and behavior. Frontiers in Psychology, v. 6, n. 893, 2015. DOI: 10.3389/fpsyg.2015.00893. Available at: https://doi.org/10.3389/fpsyg.2015.00893. Ac-cessed on: 30 May 2022. /*ref*/HARDT, M.; NEGRI, A. Imperio. Bogotá: Ediciones desde Abajo, 2001. /*ref*/HONNETH, A.; MARGALIT, A. Recognition. Aristotelian Society Supplementary Volume, v. 75, n. 1, p. 111-139, 2001. DOI: 10.1111/1467-8349.00081. Available at: https://doi.org/10.1111/1467-8349.00081. Accessed on: 30 May 2022. /*ref*/HULT, F. M. Language ecology and linguistic landscape analysis. In: SHOHAMY, E; GORTER, D. (eds.) Linguistic Landscape: expanding the scenery. New York, NY: Routledge, 2009, p. 88-104. /*ref*/KRISTEVA, J. Powers of Horror: An Essay on Abjection. Translated by Leon S. Roudiez. New York, NY: Columbia University Press, 1982. 219 p. /*ref*/LIMA, J. D. Todes, sim! Maite Schneider transforma sonhos em realidade a partir da luta por educação e trabalho para pessoas trans. Ecoa UOL, São Paulo, Aug. 2021. Available at: https://www.uol.com.br/ecoa/reportagens-especiais/trabalho-causadores---maite-schneider/#cover. Accessed on: 30 May 2022. /*ref*/MENEZES DE SOUZA, L. M. T. Decolonial pedagogies, multilingualism and literacies. Multilingual Margins, v. 6, p. 1-15, 2019. DOI: 10.14426/mm.v6i1.135. Available at: https://doi.org/10.14426/mm.v6i1.135. Accessed on: 30 May 2022. /*ref*/MENEZES DE SOUZA, L. M. T. Engaging the Global by Resituating the Local (Dis)locating the Lit-erate Global Subject and His View from Nowhere. In: ANDREOTTI, V. O., MENEZES DE SOUZA, L. M. T. Postcolonial Perspectives on Global Citizenship Education. New York, NY: Routledge, 2012. p. 68-83. /*ref*/MENEZES DE SOUZA, L. M. T. Glocal Languages, Coloniality and Globalization from below. In: GUILHERME, M.; SOUZA, L.M.T. (eds.) Glocal languages and Critical Intercultural Awareness. New York, NY: Routledge, 2018. p. 17-41. /*ref*/MENEZES DE SOUZA, L.T.M.; GUILHERME, M. Towards Globalization from Below. In: GUI-LHERME, M.; MENEZES DE SOUZA, L. M. T. (eds.). Glocal languages and Critical Intercultural Awareness. New York, NY: Routledge, 2018. p. 240-254. /*ref*/MIGNOLO, W. Epistemic Disobedience, Independent Thought and Decolonial Freedom. Theory, Cul-ture & Society, v. 26, n. 7-8, p. 1-23, 2009. DOI: 10.1177/0263276409349275. Available at: http://doi.org/10.1177/0263276409349275. Accessed on: 30 May 2022. /*ref*/MIGNOLO, W. Local Histories/Global Designs: Coloniality, Subaltern Knowledges, and Border Think-ing. New Jersey, NJ: Princeton University Press, 2000. 408 p. /*ref*/MIGUEL, M. D. Educação Linguística em Língua Inglesa e Letramentos Visuais: Um Olhar Decolonial sobre as Paisagens Linguísticas da Cidade de São Paulo. Dissertação (Mestrado em Estudos Linguísticos e Literários em Inglês) – Faculdade de Filosofia, Letras e Ciências Humanas, Universidade de São Paulo, 2021. 145 p. DOI: 10.11606/D.8.2021.tde-07062022-144216. Available at: https://doi.org/10.11606/D.8.2021.tde-07062022-144216. Accessed on: 30 May 2022. /*ref*/MIZAN, S.; ALCANTARA, Y. B. Ecology of Knowledges in Language Teacher Education: The Use of New Technologies in the Contact Zones between Basic and Higher Education. Letras Raras, v. 8, n. 3, p. 168-197, 2019. DOI: 10.35572/rlr.v8i3.1460. Available at: https://doi.org/10.35572/rlr.v8i3.1460. Ac-cessed on: 30 May 2022. /*ref*/PESSOTTO, A. 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Colonial Discourse and Post- Colonial Theory. New York, NY: Columbia University Press, 1994. p. 66-111. /*ref*/TOMPKINS, A. Asterisk. Transgender Studies Quarterly, v. 1, n. 1-2, p. 26-27, 2014. DOI: 10.1215/23289252-2399497. Available at: https://doi.org/10.1215/23289252-2399497. Acces-sed on: 30 May 2022. |
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