Língua como espaço de poder: uma pesquisa de sala de aula na perspectiva crítica ,

Pessoa, Rosane Rocha; Urzêda-Freitas, Marco Túlio de

doi:10.1590/1984-639820158394

Cited by 5 publications

(3 citation statements)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…(OT, Lavínia) It is naïve on their part to think that we can stop being oppressive, but it is important that the students recognize "how they [the oppressors] shape it [language] to become a territory that limits and deines, how they make it a weapon that can shame, humiliate, colonize" (hooks, 1994: 16) and that these students try to resist it. As was concluded in Pessoa & Urzêda-Freitas' (2016) article, the fact that the students decided to talk about these ofenses publically and position themselves against them indicates they were recontextualizing them more airmatively.…”

Section: Disinventing and Reconstituting Language Conceptsmentioning

confidence: 93%

“…Cecília, Pedro Henrique, and Lavínia talked about the efect language had in their lives. A detailed discussion on language as a space of power, focusing on these three participants can be found in Pessoa & Urzêda-Freitas, (2016). Cecília recollected that her school colleagues were "mean" to her and used to "call her a lot of names" because she was "a little bit overweight and I looked like a little boy".…”

Section: Disinventing and Reconstituting Language Conceptsmentioning

confidence: 99%

“…5. As a previous study (Pessoa & Urzêda-Freitas, 2016) was carried out in the same context, some information concerning the context and the participants is repeated here.…”

Section: Final Wordsmentioning

confidence: 99%

See 2 more Smart Citations

“Speaking properly”: language conceptions problematized in English lessons of an undergraduate teacher education course in Brazil

2018

Self Cite

View full text Add to dashboard Cite

This qualitative research was done in a class of English Oral Practice 2 in an undergraduate English teacher education course in Brazil. Grounded on the conception of language as practice, the first author of this article developed a problematizing pedagogy focusing on race/racism and language as space of power. Resorting to class activities (a question of a written test, an oral test, and a feedback session) and the professor’s diary, we analyzed the students’ accounts about the course and the meanings they constructed about language. Their accounts indicate that, when evaluating the course, most of them highlighted the relevance of content, showing that they started conceptualizing language beyond form. Their accounts also suggest they were not using language, but making it.

show abstract

Section: Disinventing and Reconstituting Language Conceptsmentioning

confidence: 93%

Section: Disinventing and Reconstituting Language Conceptsmentioning

confidence: 99%

See 1 more Smart Citation

“Speaking properly”: language conceptions problematized in English lessons of an undergraduate teacher education course in Brazil

2018

Self Cite

View full text Add to dashboard Cite

show abstract

A Discussion on English Language Students’ Body Image: Beauty Standards and Fatness

Bastos¹,

Pessoa²

2019

Profile: Issues Teach. Prof. Dev.

View full text Add to dashboard Cite

In this qualitative study, we intend to discuss how adolescent students in a Brazilian public school classroom define their body image and personalize the themes beauty standards and fatness. Grounded on a critical approach to language teaching, these two social themes were problematized in eight lessons of Ensino Médio (secondary education). The discussion of the empirical material suggests that (1) body image is strongly connected to gendered relations, making life experiences of men and women different based on the bodies they have, and (2) beauty standard and fatness are strongly related to students’ lives since twelve out of nineteen students personalized the themes by telling oppressive stories they went through because of their bodies.

show abstract

“Resistindo Na Boca Da Noite Um Gosto De Sol”: Pedagogia Da Pergunta Como Resistência Democrática Na Educação Linguística

Pessoa

Freitas

2021

Trab. linguist. apl.

Self Cite

View full text Add to dashboard Cite

RESUMO Valendo-nos de pressupostos pós-estruturalistas e dos letramentos queer, em especial da pedagogia da pergunta proposta por Nelson (1999), nosso objetivo, neste artigo, é mostrar como repertórios sobre diversas esferas da vida social podem ser abordados democraticamente na educação linguística, propiciando a mobilização de significados plurais e contraditórios, bem como a articulação de resistências democráticas em sala de aula. Para tanto, revisitamos repertórios e performances de gênero e sexualidade discutidos na dissertação de mestrado de Hoelzle (2016), fazendo uma reentextualização do material empírico gerado pela autora e uma discussão em que defendemos a pedagogia da pergunta, que é habilmente desenvolvida por ela, embora esse não seja um construto praxiológico da sua pesquisa. A escolha desses dois temas de discussão, gênero e sexualidade, é providencial no contexto brasileiro, já que ambos atravessam uma parte considerável dos repertórios mobilizados e das medidas tomadas pelo atual governo para restringir a construção de sentidos críticos nos contextos educacionais. Nos seis eventos comunicativos, a pedagogia da pergunta é sempre marcada pelo conflito, advindo de diferentes historicidades e performances socioidentitárias das pessoas envolvidas nos eventos comunicativos. Assim, concluímos argumentando que, pelo fato de a linguagem permitir a produção de significados múltiplos e alternativos sobre a vida social, não podemos deixar de construir, nos contextos de educação linguística, sentidos que possibilitem a construção de enquadres mais democráticos. Essa construção é nosso “gosto de sol” que resiste na boca da noite.

show abstract

Língua como espaço de poder: uma pesquisa de sala de aula na perspectiva crítica ,

Cited by 5 publications

References 2 publications

“Speaking properly”: language conceptions problematized in English lessons of an undergraduate teacher education course in Brazil

“Speaking properly”: language conceptions problematized in English lessons of an undergraduate teacher education course in Brazil

A Discussion on English Language Students’ Body Image: Beauty Standards and Fatness

“Resistindo Na Boca Da Noite Um Gosto De Sol”: Pedagogia Da Pergunta Como Resistência Democrática Na Educação Linguística

Contact Info

Product

Resources

About