LEARNING FROM THE SUBALTERN: WHAT DOES MARIA LINDALVA TEACH US ABOUT HEGEMONIC-COMMON-SENSE-IDEOLOGY AND TEXT SELECTION FOR ENGLISH LANGUAGE LEARNING MATERIALS?

Detalhes bibliográficos
Autor(a) principal: Mulico,Lesliê Vieira
Data de Publicação: 2020
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Trabalhos em Lingüística Aplicada (Online)
Texto Completo: http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0103-18132020000100129
Resumo: ABSTRACT In the scope of vocational critical language teaching materials, designing lessons that meet professional requirements at public technical high schools committed with the agenda of critical education for citizenship is something that deserves attention. If, on the one hand, the Critical Literacy framework substantiates practices that engage us with social changes (LUKE; FREEBODY, 1997), promote opportunities for developing critical views over dominant ideologies, cultures, economies, institutions and political systems (TILIO, 2013, 2017), and examine our loci of enunciation in order that we unlearn our privileges and learn from the subaltern (ANDREOTTI, 2007); on the other, the lesson materials available for technical high-school courses seem not to take these premises into account, especially the latter. In order to bridge this gap, I designed a lesson unit (Society Matters?), aimed at technical high-school 3rd graders, wherein Maria Lindalva’s autobiography, a subaltern ex-landless activist, creates opportunities for discussions over the ideals of work, effort and success that challenge hegemonic-common-sense ideology. Resorting to constructivist bricolage (DENZIN; LINCOLN, 2005) involving her video-autobiography, the language teaching unit, the memories of my pedagogic encounters with learners from 2015 to 2018, and two different lines of interpretation that were recurrently raised throughout, I examined to what extent the interpretations over Maria Lindalva’s narrative reflect and refract neoliberal capitalist ideologies, thus contributing to developing critical posture, as well as to the selection of texts for critical language teaching materials. The results showed the analysis that validates Maria Lindalva’s achievements may be confronted by the viewpoint of her relationship with scarcity (SANTOS, 2017), which favored learners’ developing critical posture; and, finally, that it was possible to take her narrative a step further showing what Maria Lindalva teaches us about selecting texts for critical language teaching materials.
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spelling LEARNING FROM THE SUBALTERN: WHAT DOES MARIA LINDALVA TEACH US ABOUT HEGEMONIC-COMMON-SENSE-IDEOLOGY AND TEXT SELECTION FOR ENGLISH LANGUAGE LEARNING MATERIALS?critical literacyhegemonic-common-sense ideologymaterials designABSTRACT In the scope of vocational critical language teaching materials, designing lessons that meet professional requirements at public technical high schools committed with the agenda of critical education for citizenship is something that deserves attention. If, on the one hand, the Critical Literacy framework substantiates practices that engage us with social changes (LUKE; FREEBODY, 1997), promote opportunities for developing critical views over dominant ideologies, cultures, economies, institutions and political systems (TILIO, 2013, 2017), and examine our loci of enunciation in order that we unlearn our privileges and learn from the subaltern (ANDREOTTI, 2007); on the other, the lesson materials available for technical high-school courses seem not to take these premises into account, especially the latter. In order to bridge this gap, I designed a lesson unit (Society Matters?), aimed at technical high-school 3rd graders, wherein Maria Lindalva’s autobiography, a subaltern ex-landless activist, creates opportunities for discussions over the ideals of work, effort and success that challenge hegemonic-common-sense ideology. Resorting to constructivist bricolage (DENZIN; LINCOLN, 2005) involving her video-autobiography, the language teaching unit, the memories of my pedagogic encounters with learners from 2015 to 2018, and two different lines of interpretation that were recurrently raised throughout, I examined to what extent the interpretations over Maria Lindalva’s narrative reflect and refract neoliberal capitalist ideologies, thus contributing to developing critical posture, as well as to the selection of texts for critical language teaching materials. The results showed the analysis that validates Maria Lindalva’s achievements may be confronted by the viewpoint of her relationship with scarcity (SANTOS, 2017), which favored learners’ developing critical posture; and, finally, that it was possible to take her narrative a step further showing what Maria Lindalva teaches us about selecting texts for critical language teaching materials.UNICAMP. Programa de Pós-Graduação em Linguística Aplicada do Instituto de Estudos da Linguagem (IEL)2020-04-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0103-18132020000100129Trabalhos em Linguística Aplicada v.59 n.1 2020reponame:Trabalhos em Lingüística Aplicada (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMP10.1590/010318135865425912020info:eu-repo/semantics/openAccessMulico,Lesliê Vieiraeng2020-05-29T00:00:00Zoai:scielo:S0103-18132020000100129Revistahttps://periodicos.sbu.unicamp.br/ojs/index.php/tlaPUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/tla/oaispublic@iel.unicamp.br2175-764X0103-1813opendoar:2022-11-08T14:23:47.870995Trabalhos em Lingüística Aplicada (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv LEARNING FROM THE SUBALTERN: WHAT DOES MARIA LINDALVA TEACH US ABOUT HEGEMONIC-COMMON-SENSE-IDEOLOGY AND TEXT SELECTION FOR ENGLISH LANGUAGE LEARNING MATERIALS?
title LEARNING FROM THE SUBALTERN: WHAT DOES MARIA LINDALVA TEACH US ABOUT HEGEMONIC-COMMON-SENSE-IDEOLOGY AND TEXT SELECTION FOR ENGLISH LANGUAGE LEARNING MATERIALS?
spellingShingle LEARNING FROM THE SUBALTERN: WHAT DOES MARIA LINDALVA TEACH US ABOUT HEGEMONIC-COMMON-SENSE-IDEOLOGY AND TEXT SELECTION FOR ENGLISH LANGUAGE LEARNING MATERIALS?
Mulico,Lesliê Vieira
critical literacy
hegemonic-common-sense ideology
materials design
title_short LEARNING FROM THE SUBALTERN: WHAT DOES MARIA LINDALVA TEACH US ABOUT HEGEMONIC-COMMON-SENSE-IDEOLOGY AND TEXT SELECTION FOR ENGLISH LANGUAGE LEARNING MATERIALS?
title_full LEARNING FROM THE SUBALTERN: WHAT DOES MARIA LINDALVA TEACH US ABOUT HEGEMONIC-COMMON-SENSE-IDEOLOGY AND TEXT SELECTION FOR ENGLISH LANGUAGE LEARNING MATERIALS?
title_fullStr LEARNING FROM THE SUBALTERN: WHAT DOES MARIA LINDALVA TEACH US ABOUT HEGEMONIC-COMMON-SENSE-IDEOLOGY AND TEXT SELECTION FOR ENGLISH LANGUAGE LEARNING MATERIALS?
title_full_unstemmed LEARNING FROM THE SUBALTERN: WHAT DOES MARIA LINDALVA TEACH US ABOUT HEGEMONIC-COMMON-SENSE-IDEOLOGY AND TEXT SELECTION FOR ENGLISH LANGUAGE LEARNING MATERIALS?
title_sort LEARNING FROM THE SUBALTERN: WHAT DOES MARIA LINDALVA TEACH US ABOUT HEGEMONIC-COMMON-SENSE-IDEOLOGY AND TEXT SELECTION FOR ENGLISH LANGUAGE LEARNING MATERIALS?
author Mulico,Lesliê Vieira
author_facet Mulico,Lesliê Vieira
author_role author
dc.contributor.author.fl_str_mv Mulico,Lesliê Vieira
dc.subject.por.fl_str_mv critical literacy
hegemonic-common-sense ideology
materials design
topic critical literacy
hegemonic-common-sense ideology
materials design
description ABSTRACT In the scope of vocational critical language teaching materials, designing lessons that meet professional requirements at public technical high schools committed with the agenda of critical education for citizenship is something that deserves attention. If, on the one hand, the Critical Literacy framework substantiates practices that engage us with social changes (LUKE; FREEBODY, 1997), promote opportunities for developing critical views over dominant ideologies, cultures, economies, institutions and political systems (TILIO, 2013, 2017), and examine our loci of enunciation in order that we unlearn our privileges and learn from the subaltern (ANDREOTTI, 2007); on the other, the lesson materials available for technical high-school courses seem not to take these premises into account, especially the latter. In order to bridge this gap, I designed a lesson unit (Society Matters?), aimed at technical high-school 3rd graders, wherein Maria Lindalva’s autobiography, a subaltern ex-landless activist, creates opportunities for discussions over the ideals of work, effort and success that challenge hegemonic-common-sense ideology. Resorting to constructivist bricolage (DENZIN; LINCOLN, 2005) involving her video-autobiography, the language teaching unit, the memories of my pedagogic encounters with learners from 2015 to 2018, and two different lines of interpretation that were recurrently raised throughout, I examined to what extent the interpretations over Maria Lindalva’s narrative reflect and refract neoliberal capitalist ideologies, thus contributing to developing critical posture, as well as to the selection of texts for critical language teaching materials. The results showed the analysis that validates Maria Lindalva’s achievements may be confronted by the viewpoint of her relationship with scarcity (SANTOS, 2017), which favored learners’ developing critical posture; and, finally, that it was possible to take her narrative a step further showing what Maria Lindalva teaches us about selecting texts for critical language teaching materials.
publishDate 2020
dc.date.none.fl_str_mv 2020-04-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0103-18132020000100129
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0103-18132020000100129
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 10.1590/010318135865425912020
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv text/html
dc.publisher.none.fl_str_mv UNICAMP. Programa de Pós-Graduação em Linguística Aplicada do Instituto de Estudos da Linguagem (IEL)
publisher.none.fl_str_mv UNICAMP. Programa de Pós-Graduação em Linguística Aplicada do Instituto de Estudos da Linguagem (IEL)
dc.source.none.fl_str_mv Trabalhos em Linguística Aplicada v.59 n.1 2020
reponame:Trabalhos em Lingüística Aplicada (Online)
instname:Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
instname_str Universidade Estadual de Campinas (UNICAMP)
instacron_str UNICAMP
institution UNICAMP
reponame_str Trabalhos em Lingüística Aplicada (Online)
collection Trabalhos em Lingüística Aplicada (Online)
repository.name.fl_str_mv Trabalhos em Lingüística Aplicada (Online) - Universidade Estadual de Campinas (UNICAMP)
repository.mail.fl_str_mv spublic@iel.unicamp.br
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