Dos Sertões para as Fronteiras e das Fronteiras para os Sertões: as (in)visibilidades das identidades performativas nas práticas translíngues, transculturais e decoloniais no ensinoaprendizagem de Língua Portuguesa Adicional da UNILA
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | http://tede.unioeste.br/handle/tede/3870 |
Resumo: | Hearing the voices of the South in order to socially include the subjects that perform them and also making these subjects aware of the oppressive world where they live in are both ways to free and transform them as human beings, making their identities visible. This Doctoral Dissertation developed its theme from the idea that has just been exposed, seeking for analysis and reflections about how to empower the considered marginalized subjects in a fluid, fragmented and deterritorialized world. The Portuguese as an Additional Language classroom at the Federal University of Latin-American Integration (UNILA), located in the city of Foz do Iguaçu, Paraná, Brazil, in the Triple Border with Paraguay and Argentina, was the chosen scenario to put into practice the liberating and transforming praxis which make us hear those unheard voices. Taking into account the language policies in Brazil as well as those implemented and practiced at UNILA, this research aims at verifying, through translingual (CANAGARAJAH, 2013; GARCÍA & WEI, 2014), transcultural (SANTIAGO, AKKARI & MARQUES, 2013; GUILHERME & DIETZ, 2014; SOUZA, 2017) and decolonial (MIGNOLO, 2013) practices, how the subjects´ performative identities (BUTLER, 1990, 1997; PINTO, 2007, 2013) can be (in)visible. These subjects are the Portuguese as an Additional Language foreign students from different levels, such as, Basic, Intermediate I and Intermediate II and me, the Brazilian professor-educator-researcher, who are embedded in the transborder context at UNILA. Considering this research as a Research-Action-Participant with an interpretative basis, and also, the epistemological deconstruction, decolonization and disobedience proposed by Transgressive Applied Linguistics (PENNYCOOK, 2006), these local language practices (PENNYCOOK, 2010) were enacted through oral presentations about the declared War to Paraguay and the declared war to Guarani people, and also through learning-reflexive portfolios produced by the students as final papers for the Portuguese as an Additional Language class at UNILA. Through these oral and written texts produced by the students and also by me, as the Brazilian professoreducator, this research brings forth the urgent need to reflect upon the roles of the Additional Languages and the Common Cycle of Studies at UNILA. This academic work also aims at reflecting about the concepts of bilingualism and interculturality which are intertwined at the daily routine and in the activities developed at the university, but are not well comprehended yet. This research concluded that the tasks applied in the context of the Portuguese as an Additional Language classroom, through translingual, transcultural and decolonial practices, could rearrange, ressignify, and make the subjects´ performative identities visible. This could open possibilities for them to move through a multiplicity of third spaces and third shores, collaborating actively in different nets which are built by transnational territories. These subjects expressed themselves by releasing their buried voices through performances that could make their identities visible, in the search of the “solidarity of the existences” (FREIRE, 2013). |
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Santos , Maria Elena Pireshttp://lattes.cnpq.br/9605825897881271Lucena, Maria Inez Probsthttp://lattes.cnpq.br/6158725829336168Amato, Laura Janaina Diashttp://lattes.cnpq.br/0986145314688863Costa-Hübes, Terezinha da Conceiçãohttp://lattes.cnpq.br/5764532456858431Soares, Alexandre Sebastião Ferrarihttp://lattes.cnpq.br/2323106437650213http://lattes.cnpq.br/3180371724022378Leroy, Henrique Rodrigues2018-08-16T13:11:47Z2018-03-14LEROY, Henrique Rodrigues. Dos Sertões para as Fronteiras e das Fronteiras para os Sertões: as (in)visibilidades das identidades performativas nas práticas translíngues, transculturais e decoloniais no ensinoaprendizagem de Língua Portuguesa Adicional da UNILA. 2018. 285 f. Tese (Doutorado - Programa de Pós-Graduação em Letras) - Universidade Estadual do Oeste do Paraná, Cascavel, 2018.http://tede.unioeste.br/handle/tede/3870Hearing the voices of the South in order to socially include the subjects that perform them and also making these subjects aware of the oppressive world where they live in are both ways to free and transform them as human beings, making their identities visible. This Doctoral Dissertation developed its theme from the idea that has just been exposed, seeking for analysis and reflections about how to empower the considered marginalized subjects in a fluid, fragmented and deterritorialized world. The Portuguese as an Additional Language classroom at the Federal University of Latin-American Integration (UNILA), located in the city of Foz do Iguaçu, Paraná, Brazil, in the Triple Border with Paraguay and Argentina, was the chosen scenario to put into practice the liberating and transforming praxis which make us hear those unheard voices. Taking into account the language policies in Brazil as well as those implemented and practiced at UNILA, this research aims at verifying, through translingual (CANAGARAJAH, 2013; GARCÍA & WEI, 2014), transcultural (SANTIAGO, AKKARI & MARQUES, 2013; GUILHERME & DIETZ, 2014; SOUZA, 2017) and decolonial (MIGNOLO, 2013) practices, how the subjects´ performative identities (BUTLER, 1990, 1997; PINTO, 2007, 2013) can be (in)visible. These subjects are the Portuguese as an Additional Language foreign students from different levels, such as, Basic, Intermediate I and Intermediate II and me, the Brazilian professor-educator-researcher, who are embedded in the transborder context at UNILA. Considering this research as a Research-Action-Participant with an interpretative basis, and also, the epistemological deconstruction, decolonization and disobedience proposed by Transgressive Applied Linguistics (PENNYCOOK, 2006), these local language practices (PENNYCOOK, 2010) were enacted through oral presentations about the declared War to Paraguay and the declared war to Guarani people, and also through learning-reflexive portfolios produced by the students as final papers for the Portuguese as an Additional Language class at UNILA. Through these oral and written texts produced by the students and also by me, as the Brazilian professoreducator, this research brings forth the urgent need to reflect upon the roles of the Additional Languages and the Common Cycle of Studies at UNILA. This academic work also aims at reflecting about the concepts of bilingualism and interculturality which are intertwined at the daily routine and in the activities developed at the university, but are not well comprehended yet. This research concluded that the tasks applied in the context of the Portuguese as an Additional Language classroom, through translingual, transcultural and decolonial practices, could rearrange, ressignify, and make the subjects´ performative identities visible. This could open possibilities for them to move through a multiplicity of third spaces and third shores, collaborating actively in different nets which are built by transnational territories. These subjects expressed themselves by releasing their buried voices through performances that could make their identities visible, in the search of the “solidarity of the existences” (FREIRE, 2013).Ouvir as vozes do Sul para incluir os sujeitos que as performam, conscientizando-os do mundo opressor onde vivem para libertá-los e transformá-los com o objetivo de visibilizar as suas identidades. Foi a partir desse pensamento decolonial que o tema desta Tese se desenvolveu, buscando análises e reflexões sobre como empoderar os sujeitos considerados marginalizados, em um mundo cada vez mais fluido, fragmentado e desterritorializado. O cenário escolhido para essas práxis libertadoras e transformadoras (FREIRE, 2013) foi a sala de aula de Língua Portuguesa Adicional (PLA) da Universidade Federal da Integração Latino-Americana (UNILA), localizada na cidade de Foz do Iguaçu, no Paraná, na maior Tríplice Fronteira do país, entre o Paraguai e a Argentina. Considerando como ponto de referência as políticas linguísticas do Brasil, e mais pontualmente as da UNILA, esta Tese tem o objetivo de verificar, nas práticas discursivas translíngues (CANAGARAJAH, 2013; GARCÍA & WEI, 2014), transculturais (SANTIAGO, AKKARI & MARQUES, 2013; GUILHERME & DIETZ, 2014; SOUZA, 2017) e decoloniais (MIGNOLO, 2013), como são (in)visibilizadas as identidades performativas (BUTLER, 1990, 1997; PINTO, 2007, 2013) minhas, como educador-professor-pesquisador e dos educandos não brasileiros em interações na sala de aula de Língua Portuguesa Adicional (PLA) em contexto transfronteiriço. Considerando esta pesquisa como uma Pesquisa-Ação de base interpretativista e partindo dos pressupostos de desconstrução, descolonização e desobediência epistemológicas preconizadas pela Linguística Aplicada Transgressiva (PENNYCOOK, 2006), tais práticas locais de linguagens (PENNYCOOK, 2010) foram concretizadas por meio de apresentações orais produzidas para um trabalho final nas disciplinas de PLA que versaram sobre a Guerra declarada ao Paraguai e sobre as Guerras declaradas aos Guarani. Além das apresentações orais, textos escritos também foram produzidos pelos educandos, compondo Portfólios reflexivos sobre suas aprendizagens, que também faziam parte dos trabalhos finais dessas disciplinas. Por meio dos textos orais e escritos produzidos pelos educandos não brasileiros e por mim, como educador brasileiro, tornou-se evidente a necessidade de rediscutir e refletir sobre os papéis das aulas de Línguas Adicionais e do Ciclo Comum de Estudos na UNILA, bem como refletir sobre o que se entende por bilinguismo e por interculturalidade, conceitos tão intrínsecos e imbricados à universidade. Conclui-se também que as atividades aplicadas no contexto de sala de aula de PLA na UNILA puderam, por meio das práticas translinguajeiras, transculturais e decoloniais, recombinar, ressignificar e visibilizar as identidades performadas dos sujeitos aprendizes e do professor, abrindo possibilidades para que transitem por uma multiplicidade de terceiros lugares e terceiras margens, colaborando ativamente nas diversas redes configuradas pelos territórios transnacionais. Sujeitos que fizeram que suas vozes fossem ouvidas e que puderam visibilizar e performar suas identidades em busca da “solidariedade dos existires” (FREIRE, 2013).Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-08-16T13:11:47Z No. of bitstreams: 2 Henrique_Leroy2018.pdf: 2022621 bytes, checksum: 3ad8717b5b9e1edb2bb70b4bd51c698f (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2018-08-16T13:11:47Z (GMT). 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dc.title.por.fl_str_mv |
Dos Sertões para as Fronteiras e das Fronteiras para os Sertões: as (in)visibilidades das identidades performativas nas práticas translíngues, transculturais e decoloniais no ensinoaprendizagem de Língua Portuguesa Adicional da UNILA |
dc.title.alternative.eng.fl_str_mv |
From the outbacks to the borders and From the borders to the outbacks: the (in)visibilities of Performative identities in the translingual, transcultural and Decolonial practices in the teaching-learning process of Portuguese as an Additional Language at UNILA |
title |
Dos Sertões para as Fronteiras e das Fronteiras para os Sertões: as (in)visibilidades das identidades performativas nas práticas translíngues, transculturais e decoloniais no ensinoaprendizagem de Língua Portuguesa Adicional da UNILA |
spellingShingle |
Dos Sertões para as Fronteiras e das Fronteiras para os Sertões: as (in)visibilidades das identidades performativas nas práticas translíngues, transculturais e decoloniais no ensinoaprendizagem de Língua Portuguesa Adicional da UNILA Leroy, Henrique Rodrigues Estudos Decoloniais Identidades Performativas Língua Portuguesa Adicional UNILA Decolonial Studies Performative Identities Portuguese as an Additional Language UNILA LETRAS::LINGUAS ESTRANGEIRAS MODERNAS |
title_short |
Dos Sertões para as Fronteiras e das Fronteiras para os Sertões: as (in)visibilidades das identidades performativas nas práticas translíngues, transculturais e decoloniais no ensinoaprendizagem de Língua Portuguesa Adicional da UNILA |
title_full |
Dos Sertões para as Fronteiras e das Fronteiras para os Sertões: as (in)visibilidades das identidades performativas nas práticas translíngues, transculturais e decoloniais no ensinoaprendizagem de Língua Portuguesa Adicional da UNILA |
title_fullStr |
Dos Sertões para as Fronteiras e das Fronteiras para os Sertões: as (in)visibilidades das identidades performativas nas práticas translíngues, transculturais e decoloniais no ensinoaprendizagem de Língua Portuguesa Adicional da UNILA |
title_full_unstemmed |
Dos Sertões para as Fronteiras e das Fronteiras para os Sertões: as (in)visibilidades das identidades performativas nas práticas translíngues, transculturais e decoloniais no ensinoaprendizagem de Língua Portuguesa Adicional da UNILA |
title_sort |
Dos Sertões para as Fronteiras e das Fronteiras para os Sertões: as (in)visibilidades das identidades performativas nas práticas translíngues, transculturais e decoloniais no ensinoaprendizagem de Língua Portuguesa Adicional da UNILA |
author |
Leroy, Henrique Rodrigues |
author_facet |
Leroy, Henrique Rodrigues |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Santos , Maria Elena Pires |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9605825897881271 |
dc.contributor.referee1.fl_str_mv |
Lucena, Maria Inez Probst |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/6158725829336168 |
dc.contributor.referee2.fl_str_mv |
Amato, Laura Janaina Dias |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/0986145314688863 |
dc.contributor.referee3.fl_str_mv |
Costa-Hübes, Terezinha da Conceição |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/5764532456858431 |
dc.contributor.referee4.fl_str_mv |
Soares, Alexandre Sebastião Ferrari |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/2323106437650213 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3180371724022378 |
dc.contributor.author.fl_str_mv |
Leroy, Henrique Rodrigues |
contributor_str_mv |
Santos , Maria Elena Pires Lucena, Maria Inez Probst Amato, Laura Janaina Dias Costa-Hübes, Terezinha da Conceição Soares, Alexandre Sebastião Ferrari |
dc.subject.por.fl_str_mv |
Estudos Decoloniais Identidades Performativas Língua Portuguesa Adicional UNILA |
topic |
Estudos Decoloniais Identidades Performativas Língua Portuguesa Adicional UNILA Decolonial Studies Performative Identities Portuguese as an Additional Language UNILA LETRAS::LINGUAS ESTRANGEIRAS MODERNAS |
dc.subject.eng.fl_str_mv |
Decolonial Studies Performative Identities Portuguese as an Additional Language UNILA |
dc.subject.cnpq.fl_str_mv |
LETRAS::LINGUAS ESTRANGEIRAS MODERNAS |
description |
Hearing the voices of the South in order to socially include the subjects that perform them and also making these subjects aware of the oppressive world where they live in are both ways to free and transform them as human beings, making their identities visible. This Doctoral Dissertation developed its theme from the idea that has just been exposed, seeking for analysis and reflections about how to empower the considered marginalized subjects in a fluid, fragmented and deterritorialized world. The Portuguese as an Additional Language classroom at the Federal University of Latin-American Integration (UNILA), located in the city of Foz do Iguaçu, Paraná, Brazil, in the Triple Border with Paraguay and Argentina, was the chosen scenario to put into practice the liberating and transforming praxis which make us hear those unheard voices. Taking into account the language policies in Brazil as well as those implemented and practiced at UNILA, this research aims at verifying, through translingual (CANAGARAJAH, 2013; GARCÍA & WEI, 2014), transcultural (SANTIAGO, AKKARI & MARQUES, 2013; GUILHERME & DIETZ, 2014; SOUZA, 2017) and decolonial (MIGNOLO, 2013) practices, how the subjects´ performative identities (BUTLER, 1990, 1997; PINTO, 2007, 2013) can be (in)visible. These subjects are the Portuguese as an Additional Language foreign students from different levels, such as, Basic, Intermediate I and Intermediate II and me, the Brazilian professor-educator-researcher, who are embedded in the transborder context at UNILA. Considering this research as a Research-Action-Participant with an interpretative basis, and also, the epistemological deconstruction, decolonization and disobedience proposed by Transgressive Applied Linguistics (PENNYCOOK, 2006), these local language practices (PENNYCOOK, 2010) were enacted through oral presentations about the declared War to Paraguay and the declared war to Guarani people, and also through learning-reflexive portfolios produced by the students as final papers for the Portuguese as an Additional Language class at UNILA. Through these oral and written texts produced by the students and also by me, as the Brazilian professoreducator, this research brings forth the urgent need to reflect upon the roles of the Additional Languages and the Common Cycle of Studies at UNILA. This academic work also aims at reflecting about the concepts of bilingualism and interculturality which are intertwined at the daily routine and in the activities developed at the university, but are not well comprehended yet. This research concluded that the tasks applied in the context of the Portuguese as an Additional Language classroom, through translingual, transcultural and decolonial practices, could rearrange, ressignify, and make the subjects´ performative identities visible. This could open possibilities for them to move through a multiplicity of third spaces and third shores, collaborating actively in different nets which are built by transnational territories. These subjects expressed themselves by releasing their buried voices through performances that could make their identities visible, in the search of the “solidarity of the existences” (FREIRE, 2013). |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-08-16T13:11:47Z |
dc.date.issued.fl_str_mv |
2018-03-14 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
LEROY, Henrique Rodrigues. Dos Sertões para as Fronteiras e das Fronteiras para os Sertões: as (in)visibilidades das identidades performativas nas práticas translíngues, transculturais e decoloniais no ensinoaprendizagem de Língua Portuguesa Adicional da UNILA. 2018. 285 f. Tese (Doutorado - Programa de Pós-Graduação em Letras) - Universidade Estadual do Oeste do Paraná, Cascavel, 2018. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/3870 |
identifier_str_mv |
LEROY, Henrique Rodrigues. Dos Sertões para as Fronteiras e das Fronteiras para os Sertões: as (in)visibilidades das identidades performativas nas práticas translíngues, transculturais e decoloniais no ensinoaprendizagem de Língua Portuguesa Adicional da UNILA. 2018. 285 f. Tese (Doutorado - Programa de Pós-Graduação em Letras) - Universidade Estadual do Oeste do Paraná, Cascavel, 2018. |
url |
http://tede.unioeste.br/handle/tede/3870 |
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600 600 600 |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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application/pdf |
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Universidade Estadual do Oeste do Paraná Cascavel |
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Programa de Pós-Graduação em Letras |
dc.publisher.initials.fl_str_mv |
UNIOESTE |
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Brasil |
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Centro de Educação, Comunicação e Artes |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
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