Epistemologia-Ontologia-Metodologia Pela Diferença: Locus Transfronteira Em Ironia Multimodal

Abstract

RESUMOEste artigo pretende contribuir para uma reflexão sobre a maneira de compreender multimodalidade, com destaque para o lócus fronteiriço em que a construção de sentido ocorre. Dessa forma, apresentamos e discutimos como estudantes de Curso de Letras, cada vez mais imersos nos meios tecnológicos, compreendem parte dos cenários político e educacional atual no Brasil e como se apropriam da canção Que país é esse? e do vídeo clip de Another brick in the wall para então produzir um vídeo com recursos disponíveis, cujo fio condutor é uma ironia. A avaliação de Another brick in the wall pelos alunos e a visão da pesquisadora, autora deste artigo, instigam relações de crise que circulam nos âmbitos políticos, sociais e educacionais do Brasil. Para a produção do vídeo a noção de pensamento de fronteira (MignoLo, 2008) é contemplada. Ela requer ser ouvida pela diferença e está interligada à metodologia adotada, ou seja, de natureza qualitativa, interpretativa e descritiva. Sugere-se, assim, uma ampliação no conceito de multimodalidade (KrESS, 2003(KrESS, , 2010, ou seja, uma multimodalidade de transfronteira que chama a atenção para processos ambíguos e multidirecionais de articulação de sentidos e saberes. Conclui-se que a criatividade, aprendizagem e transformação são possíveis quando há abertura para maiores discussões envolvendo o papel da língua/linguagem, o uso de tecnologias e a perspectiva de formação de cidadãos (FrEirE, 2005) pelas Letras. Palavras-chave: multimodalidade de transfronteira; conhecimento criativo; aprendizagem transformativa ABSTRACT This article aims at contributing to a reflection upon ways to understand multimodality, highlighting the border locus in which meaning making occurs. in this way, we present and discuss how undergraduate students of a language course immersed in technological environments understand parts of the political and educational landscapes in Brazil and how they appropriate the song "Que país é esse?" and the video clip of Another brick in the wall to produce another video with available resources, whose central thread is an irony. The evaluation of another brick in the wall by the students and by the researcher, who is also * Universidade Federal do Mato grosso do Sul, Campo grande, MS (Brasil).

Language Teacher Education In Brazil: A Nexus of Narratives and Dancing From a Southern Decolonial Perspective

“…Moved by the fact that they live under discrimination and epistemic violence (SPIVAK, 1988), they produced a video clip, instead of an end-of-term written assignment. The discipline I was teaching was English VII 4 , with fifteen 1 My understanding links them as I have stressed in previous work (TAKAKI, 2016(TAKAKI, , 2019a and I also resort to Kumaravadivelu´s arguments (2008).…”

“…Despite being located in the borderline between Bolivia and Paraguay, the state of Mato Grosso do Sul (MS) is "monolingual" in the sense that Portuguese is rarely spoken together with other languages, which brings me to a search for decolonial options in border thinking (MIGNOLO, 2018) to valorize students' diverse forms of knowledge and relationship construction, storytelling, experiences and intercultural ways of living otherwise (WALSH, 2007. In the field of critical English language teacher education and researching, together with some colleagues 2 , I have been trying to move away from totalities through working on translanguaging, tranculturalities, identity, race, ethnicity, power relation, agency and citizenship in critical, creative and ethical (CAPUTO, 1993, TAKAKI, 2011, 2016, 2019a, 2019b ways.…”

“…The previous cited decolonial scholars have been theorizing to sensitize the global North to recognize the Southern theories located in complex colonial and post-colonial contexts. This is not to say that one ontology-epistemology-methodology, within internal tensions as Takaki (2016Takaki ( , 2019a points out, should substitute the other, considering the dynamics in each of them. However hard this might be, the global North depends on the global South (and vice-versa) for "their-our" survival since the planet they-we both share is under serious threat.…”

“…Multiple decolonial perspectives constitute the cornerstone of transmodernity (DUSSEL, 2012) to problematize their own constraints and possibilities. However, they may inadvertently marginalize knowledge and agency from the periphery and perpetuate the norms with ontology-epistemology-methodology (TAKAKI, 2016(TAKAKI, , 2019a, harbored in Eurocentric logocentric, fallogocentric thought, discourse and agency of the global North over the South. In this sense, enabling more relational, situated and sustainable institutional worlds is desirable.…”

“…Thus, questions of gender revolve around other situated conditions of inequality embracing class, race, religion, to mention a few, demanding not only critique (MONTE MÓR, 2019) but also self-critique or self-critical reflexivity (TAKAKI, 2011(TAKAKI, , 2016(TAKAKI, , 2019a, as already emphasized.…”