Letramentos críticos, transgressão e utopia: a busca pelo inédito-viável no ensino de línguas

Abstract

In this work, I intend to discuss the role of transgression in the field of linguistic education and, more specifically, in the field of new literacy studies. A fundamental premise of this study is that pedagogical practices in the field of language education must go beyond the role of languages and technologies to denounce extreme situations, in order to also envision the search for other possible horizons (unprecedented-viable or utopia). In this investigation, I defend the thesis that this search for other possible horizons in the teaching of languages is only possible through transgression, both from a theoretical and practical point of view. The general objective of the present work is to investigate to what extent a Little Open and Online Course (LOOC) provides affordances for the development of literacies for utopia. In order to reach the general objective, four specific objectives are also delimited, namely: 1) to establish, through transgression, possible approximations between the concepts of critical literacies and utopia; 2) develop, with a group of language educators, a LOOC in the perspective of literacies for utopia; 3) identify, in the student productions in this course, if there are indications of literacies for utopia; and 4) describe the perception of educators and students regarding the experience of producing and/or participating in the offered course. As for the methodological procedures, the research is of an applied nature and with a qualitative approach, with data that include: 1) teaching materials produced by the professors; 2) student productions from these materials; and 3) interviews with professors and students. The research results point to possibilities of transgression both from a theoretical and practical point of view. In terms of theory, I propose the articulation between the notions of critical literacies, transgression and utopia, outlining the proposal that I designate as literacies for utopia. In terms of practice, I develop, with a group of language educators, the production and implementation of a LOOC, materializing what was outlined in theory. Thus, from the data analysis, it was possible to observe that the LOOC in question provided affordances for textual-discursive productions in which different languages and technologies are mobilized not only to denounce extreme situations, but also to announce other possible horizons, through transgression. The interviews carried out with the educators and the students also record, among other aspects, the contribution of this experience to their formation, in addition to reinforcing perceptions presented in the previous stages of the research, during the analysis of materials and student productions.