Resumen
The Brazilian government has adopted in the last decade the public policy of expansion of Brazilian Higher Education in order to strengthen processes of social inclusion. In this spirit, the government undertook the construction of new campi in far-from-the-shore cities. This study took place in one of these campi, which is located in a peripheral city of a big metropolis, where the course of English Teacher Education started in 2009. The course of academic writing for English teachers had as objective to develop the students’ writing together with their critical thinking. The pedagogy of writing we are suggesting, based on Giroux (1988) and Freire (2005), conceives writing as an epistemology, a mode of learning by seeking to find “the thematic universe” or “the cluster of generative topics” that the students wanted to research and write about. The writing process pursued the investigation of the students’ way of thinking of the “real” in the educational context through written language. The texts the students produced revealed transnational imaginaries and literacies that bring ruptures to the dominant model of transnational movements, may they be physical or virtual. In this context, we 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.
Citas
ALCOFF, L.M. (2010) New Epistemologies: Post-Positivist Accounts of Identity. In Wetherell, M. and Mohanty, C.T. (Ed.), The Sage Handbook of Identities. Los Angeles and London: Sage Publications.
BOURDIEU, P. (1991) Language and Symbolic Power. Cambridge: Harvard University Press
BRUNER, J. (1990) Acts of meaning. Cambridge: Harvard University Press.
CANAGARAJAH, S. (2013) Translingual Practice: global englishes and cosmopolitan relations. London & New York: Routledge.
FERNANDES, G.R.R. (2018) Representações de Cultura em Livros Didáticos de Português Língua Estrangeira e Inglês Língua Estrangeira: entrecruzamento de aspectos dos discursos fundadores das nações brasileiras e estadunidense. Dissertação de Mestrado em Letras. FFLCH, Universidade de São Paulo, São Paulo.
FREIRE, P. (2005) A Pedagogia dos Oprimidos. Rio de Janeiro: Paz e Terra.
GARCÍA, O. & WEI, L. (2014) Translanguaging: language, bilingualism, and education. New York, NY: Palgrave MacMillan.
GIROUX, H.A. (1988) Teachers as Intellectuals: Towards a Critical Pedagogy of Learning. Connecricut & London: Bergin & Garvey Publishers.
GUARNIZO, L.E., & SMITH, M.P. (1998) The locations of transnationalism. In M. P. Smith & L. E. Guarnizo (Eds.), Transnationalism from below: Comparative urban and community research. New Brunswick, NJ: Transaction Publishers.
IRWIN, J. (2012) Paulo Freire’s philosophy of education: origins, developments impacts and legacies. London and New York: Continuum.
LOW, S.M. & LAWRENCE-ZUNIGA, D. (Eds) (2003) The Anthropology of Space and Place: Locating Culture. Oxford: Blackwell Publishing.
MAKONI, S. and PENNYCOOK, A. (2007) Disinventing and Reconstituting Languages. Clevedon, UK: Multilingual Matters.
PRATT, M.L. (1992) Imperial Eyes: Travel Writing and Transculturation. New York: Routledge.
SILVA, T.T. (1999) Documentos de Identidade: uma introdução às teorias do currículo. Belo Horizonte: Autêntica.
SOJA, E. (1989) Postmodern Geographies: the reassertion of space in critical social theory. London & New York: Verso.
WARRINER, D.S. (2007) Transnational literacies: Immigration, language learning, and identity. Linguistics and Education, 18(3-4), 201-214.
O periódico Trabalhos em Linguística Aplicada utiliza a licença do Creative Commons (CC), preservando assim, a integridade dos artigos em ambiente de acesso aberto, em que:
- A publicação se reserva o direito de efetuar, nos originais, alterações de ordem normativa, ortográfica e gramatical, com vistas a manter o padrão culto da língua, respeitando, porém, o estilo dos autores;
- Os originais não serão devolvidos aos autores;
- Os autores mantêm os direitos totais sobre seus trabalhos publicados na Trabalhos de Linguística Aplicada, ficando sua reimpressão total ou parcial, depósito ou republicação sujeita à indicação de primeira publicação na revista, por meio da licença CC-BY;
- Deve ser consignada a fonte de publicação original;
- As opiniões emitidas pelos autores dos artigos são de sua exclusiva responsabilidade.