Segundo Edgar e Sedgwick (2002, p. 193), Ricoeur foi um filósofo da linguagem fundamental para os estudos que realçam a importância da subjetividade humana, isto é, “a maneira pela qual pensamos sobre nós mesmos”. Assim, este artigo explora alguns conceitos da filosofia ricoeuriana, como ruptura, fenomenologia, hermenêutica da suspeita e interpretação, e suas releituras encontradas especialmente nos trabalhos de Monte Mór (1999, 2018), buscando levantar as suas potencialidades não só para a formação de professores de línguas/linguagens, mas também para as teorias sobre letramentos e sociedade. Na primeira sessão - Por uma filosofia das linguagens/línguas e culturas - a fenomenologia, a hermenêutica e a hermenêutica da suspeita de Ricoeur são apresentadas. Posteriormente, exploramos o conceito de hermenêutica com vistas à ampliação do olhar sobre a interpretação com exemplos retirados da mídia. A terceira sessão busca relacionar os conceitos filosóficos ricoeurianos com a educação linguística. Nessa, finaliza-se com orientações nas práticas pedagógicas em que tais conceitos filosóficos podem compor suas bases.
This thesis is a multidisciplinary endeavor that draws on theories from Visual Culture Studies, Subaltern Studies and Critical Theory. The discourses of these areas interact in various ways in order to analyze representations of subaltern groups in National Geographic magazine. We see these representations as multimodal cultural texts that mobilize historical, sociological, political, economic, aesthetic and philosophical elements. We do close reading of the visual and verbal texts that the magazine produces on the subaltern in order to show that we get to know more about the Western conceptual world through these representations than on the Other since the conceptual categories National Geographic uses are culture specific and not universal. We show that both the discourse of the magazine and that of the researcher doing the analysis are products of their locus of enunciation and its historical context. We finally emphasize the importance of admitting the power of mediation when we talk about anthropological representations. The magazine uses an apparently scientific discourse in order to validate the truthfulness of its representations. However, its science is formed by concepts expressive of the Western cultural hegemony which seeks to construct knowledge that is rooted in power.
Based upon Foucauldian and Derridean post-structuralist philosophy of language, Sousa Santos and Menezes de Souza’s sociological approaches to language, Hall’s productive conceptualization of culture and on Mirzoeff, Stam and Shohat’s visual studies, this paper seeks to engage with discussions on visual culture, cultural translation and language education. Of qualitative/interpretative nature, this reflection is divided into five main sections: in the introduction, it presents philosophical and sociological approaches to (visual) language and culture. Section one problematizes visual culture by means of the genealogy of invisible bodies. Next section evolves from the grammar-translation model to cultural translation in visual culture. Then, it revisits and deconstructs dominant literacy models through cultural translation. Finally, this genealogical perspective towards the visual shows how the traditional historical formations have taken over back again the political and educational scenarios in our country, and thus sadly promoted a politics of manipulation and alienation.
Between 2003 and 2014, the Brazilian government adopted a public policy of expansion within Brazilian Higher Education, to strengthen processes of social inclusion. This included the construction of new campi in far-from-the-shore cities within Brazil's interior. This study took place in one of these campi, which is located in a peripheral city of a big metropolis, where an English Teacher Education course was established in 2009. The course - academic writing for English teachers - aimed to develop students' writing together with their critical thinking. It is from this academic writing course that this research emerges. The pedagogy of writing suggested in this article is based on Giroux (1988) and Freire (2005). As such, it conceives of writing as an epistemology, a mode of learning that seeks to find "the thematic universe" or "the cluster of generative topics" that the students wished to research and write about (FREIRE, 2005, p. 101). The process pursued the investigation of the students' way of thinking of the "real" in the educational context through written language. The texts produced by students revealed transnational imaginaries and literacies that rupture the dominant model of transnational movements, physical or virtual. In this context, I believe that the ethnographic approach adopted by the course to investigate the cultures and literacies of this community of students contributed to the development of the students' academic writing skills and to an exchange of world views among the students and teacher that enriched the classroom as a learning space.
This paper aims to problematize the very place of prosuming images (TAPSCOTT; WILLIAMS, 2007), that is, images simultaneously produced and consumed, within the perspectives of the postmodern and the visual turns in contemporary society. Of qualitative/interpretative nature, it discusses and connects such turns to the philosophical concepts of dialogism (
O livro apresenta discussões em torno dos estudos das imagens em contexto de pós-graduação. A primeira parte - Letramentos Visuais e Sociedade - problematiza o cinema, as redes sociais, as artes fotográficas e o grafite. A segunda parte – Letramentos Visuais e Educação Linguística – nos brinda com capítulos que versam sobre a educação linguística e letramentos visuais nas aulas de língua inglesa, língua espanhola e língua portuguesa. Conversamos sobre os monumentos históricos, formação docente, projetos de educação linguística para o ensino médio, EJA e para alunos portadores de TDAH.
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