ELF feito no Brasil: reflexão glocal sobre a validade do conhecimento no Sul Global epistêmico
DOI:
https://doi.org/10.35588/ayr.v7i1.7259Palavras-chave:
ELF feito no Brasil, validade do conhecimento, Sul Global epistêmico, perspectiva glocal, descolonização do conhecimentoResumo
Este artigo explora o conceito de Inglês como Língua Franca (ILF) feito no Brasil, refletindo criticamente sobre a produção de conhecimento e os critérios que determinam o que é considerado conhecimento válido. Ao analisar o ELF feito no Brasil como uma postura epistêmica, este trabalho busca desafiar a produção de conhecimento eurocêntrica e explorar posições epistêmicas alternativas que surgem do Sul Global. Através de uma perspectiva glocal baseada em ideias decoloniais, o artigo destaca como as dinâmicas locais e globais se cruzam, questionando paradigmas dominantes e defendendo abordagens mais inclusivas e diversificadas para a validação do conhecimento em relação à língua inglesa. Essa reflexão não apenas amplia a compreensão do ILF em outras partes do mundo, mas também contribui para o esforço mais amplo de descolonizar o conhecimento a partir do Sul Global epistêmico.
Downloads
Referências
Alareer, R. (2022). Gaza asks: when shall this pass? In J. Abusalim, J. Bing & M. Merryman-Lotze (Eds.), Light in Gaza: Writings Born of Fire (pp. 14-26). Haymarket Books.
Alcoff, L. M. (2011). An epistemology for the next revolution. Transmodernity. Journal of Peripheral Cultural Production of the Luso-Hispanic World, 1(2), 67-78.https://doi.org/10.5070/T412011808
Anzaldúa, G. (1987). How to tame a wild tongue. In G. Anzaldúa, Borderlands: the new mestiza - La Frontera (pp. 99-113). Aunt Lute Book Company.https://doi.org/10.1215/9781478027195-026
Anzaldúa, G. (2000). Writing. A Way of Life. Interview with María Henríquez Betancor. In A. Keating, (Ed.), Interviews/Entrevistas (pp. 235-249). Routledge.https://doi.org/10.4324/9780203950265
Blommaert, J., & Backus, A. (2013). Superdiverse Repertoires and the Individual. In I. Saint-Georges, J. Weber (Eds.), Multilingualism and Multimodality. The Future of Education Research (pp. 11-32). SensePublishers.http://dx.doi.org/10.1007/978-94-6209-266-2_2
Cusicanqui, S. (2016). Fragmentos de yapa en torno a la noción de lo ch’ixi. Arte & Ensaios, 38, 226-238.https://doi.org/10.60001/ae.n38.p%25p
Cuttitta, P. (2018). Repoliticization through search and rescue? Humanitarian NGOs and migration management in the Central Mediterranean. Geopolitics, 23(3), 632-660.https://doi.org/10.1080/14650045.2017.1344834
Duboc, A. P. M. (2019). Falando francamente: uma leitura bakhtiniana do conceito de “inglês como língua franca” no componente curricular língua inglesa da BNCC. Revista da ANPOLL, 1(48), 10-22.https://doi.org/10.18309/anp.v1i48.1255
Duboc, A. P., & Siqueira, S. (2020). ELF feito no Brasil: Expanding theoretical notions, reframing educational policies. Status Quaestionis, 2(19), 231-258.https://doi.org/10.13133/2239-1983/17135
Escobar, A. (2007). Worlds and knowledges otherwise: The Latin American modernity/coloniality research program. Cultural Studies, 21(2-3), 179-210.https://doi.org/10.1080/09502380601162506
Figueiredo, E. H. D. de, & Martinez, J. (2021). The locus of enunciation as a way to confront epistemological racism and decolonize scholarly knowledge. Applied Linguistics, 42(2), 355-359.http://dx.doi.org/10.1093/applin/amz061
Freire, P. (1983). O compromisso do profissional com a sociedade. In P. Freire, Educação e mudança (12 ed., pp. 7-13). Paz e Terra.
Freire, P. (1987). Pedagogia da esperança: um reencontro com a pedagogia do oprimido. Editora Paz e Terra.
Friedrich, T. S., & Bertoldo, J. (2022). Entre pedagogias e saberes “outros”: contribuições da interculturalidade para o direito à educação de migrantes no Brasil. Revista Teias, 23(69), 178-193.https://doi.org/10.12957/teias.2022.65907
Gimenez, T., Kadri, M. S. E., Calvo, L. C. S., Siqueira, D. S. P., e Porfirio, L. (2015). Inglês como língua franca: desenvolvimentos recentes. Revista Brasileira de Linguística Aplicada, 15, 593-619.http://dx.doi.org/10.1590/1984-639820157010
Gordon, L. R. (2011). Shifting the geography of reason in an age of disciplinary decadence. Transmodernity: Journal of Peripheral Cultural Production of the Luso-Hispanic World, 1(2).https://doi.org/10.5070/T412011810
Guilherme, M. (2019). Glocal languages beyond post-colonialism: The metaphorical North and South in the geographical north and south. In M. Guilherme & L. Souza, (Eds.), Glocal Languages and Critical Intercultural Awareness (pp. 42-64). Routledge.https://doi.org/10.4324/9781351184656
Grosfoguel, R. (2011). Decolonizing post-colonial studies and paradigms of political-economy: Transmodernity, decolonial thinking, and global coloniality. Transmodernity: Journal of peripheral cultural production of the luso-hispanic world, 1(1).https://doi.org/10.5070/T411000004
Helm, F., & Dabre, T. (2018). Engineering a ‘contact zone’ through translanguaging. Language and Intercultural Communication, 18(1), 144-156.https://doi.org/10.1080/14708477.2017.1400509
hooks, b. (1994). Teaching to transgress: education as the practice of freedom. Routledge.https://doi.org/10.4324/9780203700280
hooks, b. (2015). Talking back: Thinking feminist, thinking black. Routledge.https://doi.org/10.4324/9781315743134
Jenkins, J. (2000). The phonology of English as an international language. Oxford University Press.
Jenkins, J. (2006). Points of view and blind spots: ELF and SLA. International Journal of Applied Linguistics, 16(2), 137-162.https://doi.org/10.1111/j.1473-4192.2006.00111.x
Jenkins, J. (2015). Repositioning English and multilingualism in English as a Lingua Franca. Englishes in Practice, 2(3), 49-85.https://doi.org/10.1515/eip-2015-0003
Jordão, C. M., & Marques, A. N. (2018). English as a lingua franca and critical literacy in teacher education: Shaking off some “good old” habits. In T. Gimenez, M. El Kadri, & L. Calvo (Eds.), English as a lingua franca in teacher education: A Brazilian perspective (pp. 53-68). De Gruyter Mouton.https://doi.org/10.1515/9781501503856-004
Jordão, C. M. (2023). A case for ELF feito no Brasil. ELT Journal, 77(3), 348-356.https://doi.org/10.1093/elt/ccad006
Khosravi, S. (2024). Doing migration studies with an accent. Journal of Ethnic and Migration Studies, 50(9), 2346-2358.https://doi.org/10.1080/1369183X.2024.2307787
Medina, J. (2013). Active Ignorance, Epistemic Others, and Epistemic Friction. In J. Medina, The epistemology of resistance: Gender and racial oppression, epistemic injustice, and the social imagination (pp. 27-55). Oxford University Press.http://dx.doi.org/10.1093/acprof:oso/9780199929023.003.0001
Mignolo, W. D. (2007). Delinking: the rhetoric of modernity, the logic of coloniality and the grammar of de-coloniality. Cultural studies, 21(2-3), 449-514.https://doi.org/10.1080/09502380601162647
Mignolo, W. D. (2009). Epistemic disobedience, independent thought and decolonial freedom. Theory, culture & society, 26(7-8), 159-181.https://doi.org/10.1177/0263276409349275
Mignolo, W. D. (2011). Geopolitics of sensing and knowing: on (de) coloniality, border thinking and epistemic disobedience. Postcolonial studies, 14(3), 273-283.https://doi.org/10.1080/13688790.2011.613105
Quijano, A. (2000). Coloniality of power, eurocentrism, and Latin America, Nepantla: views from South, 1(3), 533-580.https://doi.org/10.1177/0268580900015002005
Rosa, G. da C., & Duboc, A. P. (2022). Analyzing the Concept and Field of Inquiry of English as a Lingua Franca from a Decolonial Perspective. Íkala, Revista de Lenguaje y Cultura, 27(3), 840-857.https://doi.org/10.17533/udea.ikala.v27n3a14
Seidlhofer, B. (1999). Double standards: teacher education in the expanding circle. World Englishes, 18(2), 233-245.https://doi.org/10.1111/1467-971X.00136
Seidlhofer, B. (2001). Closing a conceptual gap: the case for a description of English as a lingua franca. International journal of applied linguistics, 11(2), 133-158.https://doi.org/10.1111/1473-4192.00011
Seidlhofer, B. (2009). Common ground and different realities: world Englishes and English as a lingua franca. World Englishes, 28(2), 236-245.https://doi.org/10.1111/j.1467-971X.2009.01592.x
Souza, L. M. T. M. de, & Duboc, A. P. M. (2021). De-universalizing the decolonial: between parentheses and falling skies. Gragoatá, 26(56), 876-911.https://doi.org/10.22409/gragoata.v26i56.51599
Souza, L. M. T. M. de. (2023). Kshetra and the nurturing of a plurilingual ethos: family plurilingualism and coloniality. Journal of Multilingual Theories & Practices, 4(2), 223-243.https://doi.org/10.1558/jmtp.26407
Tazzioli, M., & Walters, W. (2019). Migration, solidarity and the limits of Europe. Global Discourse, 9(1), 175-190.https://doi.org/10.1332/204378918X15453934506030
Walsh, C. E. (2014a). Pedagogías decoloniales caminando y preguntando: notas a Paulo Freire desde Abya Yala. Entramados: educación y sociedad, 1, 17-30.https://fh.mdp.edu.ar/revistas/index.php/entramados/article/view/1075
Walsh, C. (2014b). Pedagogical notes from the decolonial cracks. Hemispheric Institute, 11(1).https://hemisphericinstitute.org/en/emisferica-11-1-decolonial-gesture/11-1-dossier/pedagogical-notes-from-the-decolonial-cracks.html
Walsh, C. (2015). Notas pedagógicas desde las grietas decoloniales. Clivajes. Revista de Ciencias Sociales, 4, 1-11. https://clivajes.uv.mx/index.php/Clivajes/article/view/1742
Downloads
Publicado
Edição
Secção
Licença
Direitos de Autor (c) 2025 John Fiorese
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição 4.0.
