LINGUISTIC EDUCATION AND CRITICAL INTERCULTURALITY: (trans)formations in the praxis of the pre-service English language teacher
DOI:
https://doi.org/10.18817/rlj.v7i1.3204Abstract
Studies in the field of Linguistics, such as Makoni and Pennycook's (2007), have argued for (dis)inventions in language teaching and other components of language studies. As teacher educators, we understand that inventions are social constructions and that they are only consolidated through (shared) beliefs and truths. In this sense, we present, in this article, a discussion about (trans)formations provided during didactic experiences with undergraduate students of a Language/English course in a public university based in the state of Maranhão. In particular, we elected interculturality as a recurrent invention in the field of language education and sought to promote the exercise of suspicion (MONTE MÓR, 2017) about how the notion of interculturality has been invented in this field and what could be alternative ways of (de)invention. In this exercise, we noticed signs of a functional intercultural bias (WALSH, 2009) the interactions of students in a virtual forum postings about the hegemony of the English Language. The data generated in the research show critical interculturality as an alternative of (dis)invention in the field of language education, fostering teaching/learning perspectives based on decolonial and sulead epistemological bases.
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Copyright (c) 2023 Ana Patricia Sá Martins, Ilza Leia Ramos Arouche
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