Dos sertões para as fronteiras e das fronteiras para os sertões
Through an intimate dialogue between João Guimarães Rosa's "Grande Sertão: Veredas" and Paulo Freire's "Pedagogy of the Oppressed," this exploratory work problematizes and denaturalizes our understanding of the Portuguese language, the teaching and learning of Portuguese, education, assessment, and...
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Online |
| Sprache: | Portugiesisch |
| Veröffentlicht: |
Editora Universitária da UNILA - EDUNILA
2026
|
| Schlagworte: | |
| Online-Zugang: | https://directory.doabooks.org/handle/20.500.12854/172229 |
| Tags: |
Keine Tags, Fügen Sie das erste Tag hinzu!
|
| Zusammenfassung: | Through an intimate dialogue between João Guimarães Rosa's "Grande Sertão: Veredas" and Paulo Freire's "Pedagogy of the Oppressed," this exploratory work problematizes and denaturalizes our understanding of the Portuguese language, the teaching and learning of Portuguese, education, assessment, and the classroom in a border region. Using Brazilian language policies, and more specifically those of UNILA, as a point of reference, this exploratory work aims to examine how the performative identities of a Brazilian educator-teacher and their non-Brazilian students are (in)visible in translingual, transcultural, and decolonial discursive practices, in interactions within the Additional Portuguese Language classroom in a cross-border context. From this broader objective, this book also discusses UNILA's language policies and how they underlie the translingual, transcultural, and decolonial discursive practices of Brazilian educators and non-Brazilian students in the Additional Portuguese Language classroom in a cross-border context. The work also problematizes the romantic invention of the Portuguese language as a homogeneous language in relation to translingual, transcultural, and decolonial practices, and observes how the performative identities of educators and their students are constructed or mobilized in such practices. It is hoped that this book will foster greater awareness in the pursuit of making visible the "solidaries of existence," promoting social and racial justice through a more inclusive, liberating, and transformative education-crossing. |
|---|