Linguistic education for the ethnic racial relations in basic education: implications and reorientations for the teaching-learning of additional languages/English
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Working Papers em Lingüística (Online) |
Texto Completo: | https://periodicos.ufsc.br/index.php/workingpapers/article/view/84152 |
Resumo: | This article argues in favor of linguistic education for ethnic racial relations (FERREIRA, 2006; NOGUERA, 2012; SANTANA & NETO, 2018; SOUZA, 2016) in teaching-learning of additional languages especially that of English in basic education. It assumes that languages are social practices; thus, both socially and historically situated. Besides that, it is understood that anti-racist linguistic education must foster the decolonization of our practices as teachers and educators. Therefore, it emphasizes that a language classroom is supposed to overcome the limits of decodifying languages and getting in touch with other cultures. It is fundamental to reORIentate (NASCIMENTO, 2018; REIS, 2020) our field towards social practices and give room for the presentation and appreciation of identity values and history versions different from the hegemonic ones. By doing so, we forge individual emancipation, the coexistence with the “other” as well as the effective exercise of citizenship for the construction of racial democracy. (FERREIRA, 2004/2017b; MOITA LOPES, 2005; PENNYCOOK, 2001) First and foremost, this article discusses how English class may contribute to fight against racist practices and to encourage critical race literacy (LADSON-BILLINGS, 1998; MOSLEY, 2010; SKERRETT, 2011) in basic education. |
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Linguistic education for the ethnic racial relations in basic education: implications and reorientations for the teaching-learning of additional languages/EnglishEducação linguística para as relações étnico-raciais na educação básica: implicações e reorientações no ensino-aprendizagem de LA/inglêsAnti-racist educationCritical race literacyBasic educationEducação AntirracistaLetramento racial críticoEducação BásicaThis article argues in favor of linguistic education for ethnic racial relations (FERREIRA, 2006; NOGUERA, 2012; SANTANA & NETO, 2018; SOUZA, 2016) in teaching-learning of additional languages especially that of English in basic education. It assumes that languages are social practices; thus, both socially and historically situated. Besides that, it is understood that anti-racist linguistic education must foster the decolonization of our practices as teachers and educators. Therefore, it emphasizes that a language classroom is supposed to overcome the limits of decodifying languages and getting in touch with other cultures. It is fundamental to reORIentate (NASCIMENTO, 2018; REIS, 2020) our field towards social practices and give room for the presentation and appreciation of identity values and history versions different from the hegemonic ones. By doing so, we forge individual emancipation, the coexistence with the “other” as well as the effective exercise of citizenship for the construction of racial democracy. (FERREIRA, 2004/2017b; MOITA LOPES, 2005; PENNYCOOK, 2001) First and foremost, this article discusses how English class may contribute to fight against racist practices and to encourage critical race literacy (LADSON-BILLINGS, 1998; MOSLEY, 2010; SKERRETT, 2011) in basic education.Este artigo defende a educação linguística para as relações étnicoraciais (FERREIRA, 2006; NOGUEIRA, 2012; SANTANA & NETO, 2018; SOUZA, 2016), no âmbito do ensino-aprendizagem de línguas adicionais, mais especificamente, o de língua inglesa na educação básica. Parte-se do princípio de que língua e linguagem são práticas sociais e, portanto, sócio historicamente situadas. Ademais, entende-se que a educação linguística antirracista deve promover a de(s)colonização de nossas práticas docentes. Desse modo, reitera-se que a aula de língua adicional (LA)/Inglês precisa ultrapassar os limites de decodificação da língua ou de simples contato com outra cultura. É preciso reORIentar (NASCIMENTO, 2018; REIS, 2020) nosso campo de atuação para as práticas sociais, como espaço para apresentação e para apreciação de valores identitários e versões da história diferentes das narrativas hegemônicas, promovendo a emancipação individual, a convivência com o outro, assim como o efetivo exercício da cidadania, para a construção da democratização racial. (FERREIRA, 2004/2017b; MOITA LOPES, 2005; PENNYCOOK, 2001) Nesse sentido, este artigo discute como as aulas de língua inglesa, especificamente, podem contribuir de forma efetiva para combater práticas racistas e para promover o letramento racial crítico (LADSON-BILLINGS,1998; MOSLEY, 2010; SKERRETT, 2011) na educação básica.Programa de Pós-Graduação em Linguística da UFSC2022-12-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado por pares"application/pdfhttps://periodicos.ufsc.br/index.php/workingpapers/article/view/8415210.5007/1984-8420.2022.e84152Working Papers em Linguística; v. 23 n. 2 (2022): Políticas linguísticas para comunidades minoritarizadas/marginalizadas no Brasil; 178-1891984-8420reponame:Working Papers em Lingüística (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/workingpapers/article/view/84152/52317Copyright (c) 2022 Luciana Maria da Silva Figueiredoinfo:eu-repo/semantics/openAccessda Silva Figueiredo, Luciana Maria2023-02-03T01:40:45Zoai:periodicos.ufsc.br:article/84152Revistahttp://www.periodicos.ufsc.br/index.php/workingpapersPUBhttps://periodicos.ufsc.br/index.php/workingpapers/oaiizete.lehmkuhl.coelho@ufsc.br||portaldeperiodicos.bu@contato.ufsc.br||1984-84201415-1464opendoar:2023-02-03T01:40:45Working Papers em Lingüística (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Linguistic education for the ethnic racial relations in basic education: implications and reorientations for the teaching-learning of additional languages/English Educação linguística para as relações étnico-raciais na educação básica: implicações e reorientações no ensino-aprendizagem de LA/inglês |
title |
Linguistic education for the ethnic racial relations in basic education: implications and reorientations for the teaching-learning of additional languages/English |
spellingShingle |
Linguistic education for the ethnic racial relations in basic education: implications and reorientations for the teaching-learning of additional languages/English da Silva Figueiredo, Luciana Maria Anti-racist education Critical race literacy Basic education Educação Antirracista Letramento racial crítico Educação Básica |
title_short |
Linguistic education for the ethnic racial relations in basic education: implications and reorientations for the teaching-learning of additional languages/English |
title_full |
Linguistic education for the ethnic racial relations in basic education: implications and reorientations for the teaching-learning of additional languages/English |
title_fullStr |
Linguistic education for the ethnic racial relations in basic education: implications and reorientations for the teaching-learning of additional languages/English |
title_full_unstemmed |
Linguistic education for the ethnic racial relations in basic education: implications and reorientations for the teaching-learning of additional languages/English |
title_sort |
Linguistic education for the ethnic racial relations in basic education: implications and reorientations for the teaching-learning of additional languages/English |
author |
da Silva Figueiredo, Luciana Maria |
author_facet |
da Silva Figueiredo, Luciana Maria |
author_role |
author |
dc.contributor.author.fl_str_mv |
da Silva Figueiredo, Luciana Maria |
dc.subject.por.fl_str_mv |
Anti-racist education Critical race literacy Basic education Educação Antirracista Letramento racial crítico Educação Básica |
topic |
Anti-racist education Critical race literacy Basic education Educação Antirracista Letramento racial crítico Educação Básica |
description |
This article argues in favor of linguistic education for ethnic racial relations (FERREIRA, 2006; NOGUERA, 2012; SANTANA & NETO, 2018; SOUZA, 2016) in teaching-learning of additional languages especially that of English in basic education. It assumes that languages are social practices; thus, both socially and historically situated. Besides that, it is understood that anti-racist linguistic education must foster the decolonization of our practices as teachers and educators. Therefore, it emphasizes that a language classroom is supposed to overcome the limits of decodifying languages and getting in touch with other cultures. It is fundamental to reORIentate (NASCIMENTO, 2018; REIS, 2020) our field towards social practices and give room for the presentation and appreciation of identity values and history versions different from the hegemonic ones. By doing so, we forge individual emancipation, the coexistence with the “other” as well as the effective exercise of citizenship for the construction of racial democracy. (FERREIRA, 2004/2017b; MOITA LOPES, 2005; PENNYCOOK, 2001) First and foremost, this article discusses how English class may contribute to fight against racist practices and to encourage critical race literacy (LADSON-BILLINGS, 1998; MOSLEY, 2010; SKERRETT, 2011) in basic education. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-12-19 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion "Avaliado por pares" |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufsc.br/index.php/workingpapers/article/view/84152 10.5007/1984-8420.2022.e84152 |
url |
https://periodicos.ufsc.br/index.php/workingpapers/article/view/84152 |
identifier_str_mv |
10.5007/1984-8420.2022.e84152 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/workingpapers/article/view/84152/52317 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Luciana Maria da Silva Figueiredo info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Luciana Maria da Silva Figueiredo |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Programa de Pós-Graduação em Linguística da UFSC |
publisher.none.fl_str_mv |
Programa de Pós-Graduação em Linguística da UFSC |
dc.source.none.fl_str_mv |
Working Papers em Linguística; v. 23 n. 2 (2022): Políticas linguísticas para comunidades minoritarizadas/marginalizadas no Brasil; 178-189 1984-8420 reponame:Working Papers em Lingüística (Online) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
instname_str |
Universidade Federal de Santa Catarina (UFSC) |
instacron_str |
UFSC |
institution |
UFSC |
reponame_str |
Working Papers em Lingüística (Online) |
collection |
Working Papers em Lingüística (Online) |
repository.name.fl_str_mv |
Working Papers em Lingüística (Online) - Universidade Federal de Santa Catarina (UFSC) |
repository.mail.fl_str_mv |
izete.lehmkuhl.coelho@ufsc.br||portaldeperiodicos.bu@contato.ufsc.br|| |
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1797174772056981504 |