For a decolonial pedagogy: a critical analysis of discourses on education in literary texts in english and what they teach
This theoretical essay aims to discuss, through elements of Rhetoric (REBOUL, 2000) and Critical Discourse Analysis (FAIRCLOUGH, 2012, 2013; MELO, 2018; MAGALHÃES; MARTINS; RESENDE, 2017), meanings of education in literary texts, underlining the repeated discursive fabrics that make up the differenc...
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Associação Brasileira de Linguística (ABRALIN) |
| Repositorio: | Cadernos de Linguística |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs3.cadernos.abralin.org:article/42 |
| Acceso en línea: | https://cadernos.abralin.org/index.php/cadernos/article/view/42 |
| Access Level: | acceso abierto |
| Palabra clave: | Retórica Análise de Discurso Crítica Literatura Ensino de Inglês Educação Decolonial Rhetoric Critical Discourse Analysis Literature English Teaching Decolonial Education |
| Sumario: | This theoretical essay aims to discuss, through elements of Rhetoric (REBOUL, 2000) and Critical Discourse Analysis (FAIRCLOUGH, 2012, 2013; MELO, 2018; MAGALHÃES; MARTINS; RESENDE, 2017), meanings of education in literary texts, underlining the repeated discursive fabrics that make up the difference in these senses in texts by black and non-black writers. The identification of this difference was one of the results of the research project entitled “Education in Narratives: Experiences in Learning Contexts” (PEREIRA, 2016), which mapped the meanings of education in several English-language literary texts produced in different countries. In addition to this analysis of education, this essay also presents arguments and strategies for teaching the English language through literature (MOTA, 2010; PEREIRA, 2017) and points out that its use as a didactic resource favors the implementation of decolonial pedagogies (WALSH, 2018; OLIVEIRA, 2018). |
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