REFLECTIONS ON BEING A LANGUAGE EDUCATOR IN BRAZIL AND THE UNITED STATES: WHY RACIAL IDENTITIES ALWAYS MATTER
DOI:
https://doi.org/10.26512/les.v23i2.45262Palavras-chave:
language studies, autoethnography, teacher educationResumo
This paper aims at sharing some perspectives on being a language educator in Brazil and the United States. My main focus is on racialized learning and teaching experiences and how they may shape our praxis in language studies. The concept of intersectionality (Crenshaw, 1989) is fundamental to my discussion, framed around three main threads: race, language, and class. I use autoethnography as a process and a method for reflection on my experiences concerning what I see from my transnational lenses. The discussion explores how racialized experiences matter in two contexts that are so similar yet so different.
Downloads
Referências
ALTBACH, Philip G.; YUDKEVICH, Maria. Twenty-first Century Mobility: the role of international faculty. International Higher Education, [S.L.], n. 90, p. 8-10, 6 jun. 2017. Boston College University Libraries. http://dx.doi.org/10.6017/ihe.2017.90.9995.
AMADO, Rosane de Sá. O ensino do português como língua de acolhimento para refugiados. Revista Siple, Brasília, v. 4, n. 2, p. [6 ], 2013
ANDERSON, Leon. Analytic Autoethnography. Journal Of Contemporary Ethnography, [S.L.], v. 35, n. 4, p. 373-395, ago. 2006. SAGE Publications. http://dx.doi.org/10.1177/0891241605280449.
BÉLAND, Daniel; ROCCO, Philip; SEGATTO, Catarina I.; WADDAN, Alex. Trump, Bolsonaro, and the Framing of the Covid-19 Crisis. World Affairs, [S.L.], v. 184, n. 4, p. 413-440, 19 nov. 2021. SAGE Publications. http://dx.doi.org/10.1177/00438200211053314.
BOHANON, Maria. Critical Race Theory Under Attack. Insight into Diversity. July/August 2021. Available at https://www.insightintodiversity.com/critical-race-theory-under-attack/ Rretrieved: 2 Jun. 2022.
BOCHNER, Arthur P. Heart of the Matter. International Review of Qualitative Research, [S.L.], v. 10, n. 1, p. 67-80, Maio 2017. SAGE Publications. http://dx.doi.org/10.1525/irqr.2017.10.1.67
BOURDIEU, Pierre. What Makes a Social Class? On The Theoretical and Practical Existence of Groups. Berkeley Journal of Sociology, vol. 32, 1987, pp. 1–17. Available at JSTOR, http://www.jstor.org/stable/41035356. Retrieved: 2 Jun. 2022.
BOURDIEU, Pierre (1984) Distinction, Routledge.
BUCKLEY, Ralf. Autoethnography Helps Analyse Emotions. Frontiers in Psychology, n. 6 p. 209- 209. Available at: https://www.frontiersin.org/articles/10.3389/fpsyg.2015.00209/full. Retrieved June 2, 2022.
CANAGARAJAH, A. Suresh. Teacher Development in a Global Profession: an autoethnography. Tesol Quarterly, [S.L.], v. 46, n. 2, p. 258-279. May, 10. 2012. Wiley. http://dx.doi.org/10.1002/tesq.18.
COOPERMAN, J. Why was segregation more dramatic here than it was in similar Midwestern cities? And why hasn't it lifted as quickly? St. Louis Magazine, October 17. 2014. Crenshaw: Intersectionality is a lens through which you can see where power comes and collides, where it interlocks and intersects. June, 8. 2017, News From Columbia Law. Available at https://www.law.columbia.edu/news/archive/kimberle-crenshaw-intersectionality-more-two-decades-later. Retrieved: May 29. 2022.
DELGADO, Richard., STEFANCIC, Jean. Critical race theory: An introduction. New York: New York University Press, 2017.
DIVERSI, Marcelo; MOREIRA, Cláudio. Autoethnography Manifesto. International Review of Qualitative Research, n. 10 v. 1, p. 39–43. 2017.
EDWARDS, Jane. Ethical Autoethnography: Is it Possible? International Journal of Qualitative Methods n. 20 p. 1-6 160940692199530. 2021.
ELIS, Carolin.; ADAMS, Tony. E., BOCHNER, Arthur. P. Autoethnography: An Overview. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, n. 12. Vol. 1, Art. 10. 2011. Available at: http://nbn-resolving.de/urn:nbn:de:0114-fqs1101108.
ECHEVARRIA, Jana., VOGT, Mary Ellen., SHORT, Debra. Making Content Comprehensible for English Learners: The SIOP Model 5e. New York: Pearson. 2017.
EZZY, Douglas. Qualitative analysis: Practice and innovation. London: Routledge. 2002
FANON, Franz. Pele Negra Mascaras Brancas. Salvador: EdUFBA. 2008.
FLORES, Nelson L. Translanguaging into Raciolinguistic Ideologies: A Personal Reflection on the Legacy of Ofelia García. Journal of Multilingual Education Research. Vol. 9, Article 5. 2019 Available at: https://research.library.fordham.edu/jmer/vol9/iss1/5
FREITAS, Felipe S.; NEGREIROS, Dalila. F. Trump e Bolsonaro: desinformação e racismo na pandemia de COVID-19. Revista Trabalho, Política e Sociedade, v. 6, n. 10, p. 35-60, jun 30. 2021.
GARCÍA, Ofelia., KLEIFGEN, Joanne; FALCHI, Lorraine. From English Language Learners to Emergent Bilinguals. Equity Matters. Research Review n. 1. Campaign for Educational Equity. New York: Teachers College, Columbia University. 2008
GOES, Emanuelle F., RAMOS, Dandara O.; FERREIRA, Andrea J. Desigualdades raciais em saúde e a pandemia da Covid-19. Trabalho, Educação e Saúde [online]. 2020, v. 18, n. 3. Retrieved: Jun. 1. 2022.
GARCÍA, Ofelia; FLORES, Nelson; SELTZER, Kate; WEI, Li; OTHEGUY, Ricardo; ROSA, Jonathan. Rejecting abyssal thinking in the language and education of racialized bilinguals: a manifesto. Critical Inquiry in Language Studies, [S.L.], v. 18, n. 3, p. 203-228, 3 jul. 2021. Informa UK Limited. http://dx.doi.org/10.1080/15427587.2021.1935957.
GUERREIRO RAMOS, A. O problema do negro na sociologia brasileira. Cadernos do Nosso Tempo. n. 2. jan./jun. 1954.
GUTIÉRREZ Y MUHS; Gabriella; NIEMANN, Yolanda F.; GONZÁLEZ, Carmen G.; HARRIS, Angela P., (eds). Presumed Incompetent: The Intersections of Race and Class for Women in Academia. Logan, UT: Utah State University Press. 2012. https://doi.org/10.2307/j.ctt4cgr3k.
JORGE, M. Prática de ensino de inglês: O estágio como experiência integradora da teoria, reflexão e prática. In: GRIGOLETTO, M.; CARMAGNANI, M. G. (Orgs.). Inglês como língua estrangeira: Identidade, práticas e textualidade. São Paulo: Humanitas/FFLCH/USP, 2001. p. 499-508.
JORGE, M. Preconceito contra o ensino de língua estrangeira na rede pública. In: LIMA, Diógenes. C. (ed.). Ensino e aprendizagem de língua inglesa: conversas com especialistas. São Paulo. Parábola Editorial. 2009.
JORGE, M. As Estradas Menos Seguidas: Trajetória de uma Linguística Aplicada Crítica. In PESSOA, Rosane. R., SILVESTRE, Viviane., MONTE-MÓR, Walkyria (eds.) Perspectivas críticas de educação linguística no Brasil: trajetórias e práticas de professoras(es). São Paulo: Pá de Palavra. 2018.
JORGE, M. Teacher Education for the Twenty-First Century (and a post-pandemic world). Revista Brasileira de Linguística Aplicada, [S.L.], v. 20, n. 2, p. 247-250, jun. 2020.
JORGE, M; BARBOSA, Mara. Depois da Pandemia e do Pandemônio: linguística aplicada e antirracismo. Revista X, [S.L.], v. 15, n. 4, p. 107, 23 set. 2020. Universidade Federal do Paraná. http://dx.doi.org/10.5380/rvx.v15i4.76297.
KAKISINA, Peggy A.; INDHIARTI, Tantri R.; FAJRI, Muchamad S. A. Discursive Strategies of Manipulation in COVID-19 Political Discourse: the case of Donald Trump and Jair Bolsonaro. Sage Open, [S.L.], v. 12, n. 1, p. 215824402210798, jan. 2022. SAGE Publications. http://dx.doi.org/10.1177/21582440221079884.
STEINMETZ, Katy. She Coined the Term ‘Intersectionality’ Over 30 Years Ago. Here’s What It Means to Her Today. Time. February 20. 2020. Retrieved from: https://time.com/5786710/kimberle-crenshaw-intersectionality/
KIM, Regina, ROBERSON, Lorrian; ROBERSON, Marcelo, BRIGANTI, Paola. Language Diversity, Nonnative Accents, and Their Consequences at the Workplace: Recommendations for Individuals, Teams, and Organizations. The Journal of Applied Behavioral Science. v. 55, n. 1, p. 73-95, 29 Oct. 2018. Available at: https://doi.org/10.1177/0021886318800997. Retrieved: 2 June 2022.
KUBOTA, Ryuko; LIN, Angel. Race and TESOL: Introduction to Concepts and Theories. TESOL Quarterly, vol. 40, no. 3, p. 471, 1 Sept. 2006. Available at: https://doi.org/10.2307/40264540. Retrieved: 2 June 2022.
LEBRON, Christopher. J. The making of Black Lives Matter: A brief history of an idea. New York, NY: Oxford University Press. 2017.
LIPPI-GREEN, R. English with an accent: Language, ideology, and discrimination in the United States (Second ed.). New York, NY;: Routledge, Taylor & Francis Group. 2012.
LEVITT, Peggy. Transnational migrants: When "home" means more than one country. migrationpolicy.org. 2004. Available at https://www.migrationpolicy.org/article/transnational-migrants-when-home-means-more-one-country Retrieved: February 16, 2022.
LOPEZ, Ana Paula A. Portuguese as a Welcoming Language for forcibly displaced immigrants in Brazil: some principles for teaching in light of Interculturality. Revista Brasileira de Linguística Aplicada, vol. 18, no. 2, p. 389-416, June 2018. Available at: https://doi.org/10.1590/1984-6398201812048. Retrieved: 2 June 2022.
MINGO, Taryne M. "When Surviving Jim Crow Is a Preexisting Condition": The Impact of COVID-19 on African Americans in Late Adulthood and Their Perceptions of the Medical Field. Adultspan Journal, vol. 20, no. 2, p. 85-96, Oct. 2021. Available from: https://doi.org/10.1002/adsp.12112. Retrieved: 2 June 2022.
MIRANDA, Yara.C.; LÓPEZ, A. P. Considerações sobre a Formação de Professores no Contexto de Ensino de Português como Língua de Acolhimento. Língua de Acolhimento: experiências no Brasil e no mundo. Belo Horizonte: Mosaico Produção Editorial. 2019.
LUCAS, Tamara; VILLEGAS, Ana María. The missing piece in teacher education: The preparation of linguistically responsive teachers. National Society for the Study of Education. V.109. n. 2. P. 297-318. 10.1177/016146811011201402.
MACKINLAY, Elizabeth. Critical Writing for Embodied Approaches. Cham: Springer International Publishing. 2019.
MADISON, D. Soyini. Critical ethnography: Method, ethics, and performance. Thousand Oaks, Calif: Sage. 2012.
MAIA, Junot O. Letramentos de sobrevivência em redes digitais: caminhos possíveis na luta por direitos humanos. Trabalhos em Linguística Aplicada, v. 57. p. 954-974. 2018.
MCCROCKLIN, S.; BLANQUERA, K.; Loera, D. Student perceptions of university instructor accent in a linguistically diverse area. In: J. Levis (ed.), Proceedings of the 9th Pronunciation in Second Language Learning and Teaching Conference, ISSN 2380-9566, University of Utah, September, 2018 p. 141-150. Ames, IA: Iowa State University.
GUILHERME, Manuela; MENEZES DE SOUZA, Lynn Mario T. Glocal languages and Critical Intercultural Awareness: The South Answers Back. London: Routledge. 2019.
MIGNOLO, Walter. Local histories/global designs: Coloniality, subaltern knowledges, and border thinking. New York: Princeton University Press. 2012.
MUNCEY, Tessa. Doing Autoethnography. International Journal of Qualitative Methods, (March 2005), 69–86. https://doi.org/10.1177/160940690500400105.
MUNCEY, Tessa. Creating autoethnographies. London: Sage, 2010.
MUNIZ, Kassandra. Linguagem como mandinga: população negra e periférica reinventando epistemologias. In: SOUZA, Ana Lucia. S. (org.) Cultura e política nas periferias: estratégias de reexistência. Fundação Perseu Abramo, 2021.
NASCIMENTO, Gabriel. Racismo linguístico: os subterrâneos da linguagem e do racismo. São Paulo: Letramento Editorial, 2012.
NASCIMENTO, Gabriel; WINDLE, Joel. The Unmarked Whiteness of Brazilian Linguistics: from Black as theme to Black as life. Journal Of Linguistic Anthropology, [S.L.], v. 31, n. 2, p. 283-286, ago. 2021. Wiley. http://dx.doi.org/10.1111/jola.12321.
SMALLS, Krystal A.; SPEARS, Arthur K.; ROSA, Jonathan. Introduction: language and white supremacy. Journal Of Linguistic Anthropology, [S.L.], v. 31, n. 2, p. 152-156, ago. 2021. Wiley. http://dx.doi.org/10.1111/jola.12329.
SAWYER, Richard. D.; NORRIS, Joe. Duoethnography. Oxford: Oxford University Press. 2013. https://doi.org/10.1093/acprof:osobl/9780199757404.001.0001
KROSKRITY, Paul V. Covert Linguist Racisms and the (Re-)Production of White Supremacy. Journal of Linguistic Anthropology, [S.L.], v. 31, n. 2, p. 180-193, ago. 2021. Wiley. http://dx.doi.org/10.1111/jola.12307.
RICHARDS, Jack. C.; RODGERS, Theodore S. Approaches and methods in language teaching. Cambrige: Cambridge University Press. 2001.
RAMIREZ, Pablo; FALTIS, Chistian, C.; DE JONG, Ester. J. Learning from emergent bilingual Latinx learners in K-12: Critical teacher education. London: Routledge. 2018
ROSA, Johnathan. They’re Bilingual . . . That Means They Don’t Know the Language: The Ideology of Languagelessness in Practice, Policy, and Theory. In: the Looking like a Language Sounding like a Race: Raciolinguistic Ideologies and Learning of Latinidad. Oxford: Oxford University Press. 2019.
SANTOS, Boaventura Souza. Beyond Abyssal Thinking: From Global Lines to Ecologies of Knowledges. Canadian Parliamentary Review, v. 30, 130-147. 2007.
SANTOS, Boaventura Souza. Epistemologies of the South: Justice against epistemicide. London: Routledge. 2014.
SOUZA, Ana Lúcia. S. Letramentos de Reexistência - Poesia, grafite, música, dança, hip-hop. São Paulo: Parábola Editorial. 2011.
SORIA, K.; BULTMANN, M. Supporting working-class students in higher education. NACADA Journal, v. 34, n.2 51. 2014.
WARNOCK, D. M. 2016. Paradise lost? Patterns and precarity in working-class academic narratives. Working Class Studies. v. 1, p.1-13. 2016.
WEI, Kai; LÓPEZ, Daniel Jacobson; WU, Shiyou. The Role of Language in Anti-Immigrant Prejudice: what can we learn from immigrants: historical experiences?. Social Sciences, [S.L.], v. 8, n. 3, p. 93, 11 mar. 2019. MDPI AG. http://dx.doi.org/10.3390/socsci8030093.
WIDA. WIDA English Language Development Standards Framework: Kindergarten–grade 12. Board of Regents of the University of Wisconsin System. 2020.
WEATHERSBY, Claude; DAVIS, Matthew. D. Anti-blackness and public schools in the border south: Policy, politics, and protest in St. Louis, 1865-1972. Charlotte, NC. Information Age Publishing, Inc. 2
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2022 Cadernos de Linguagem e Sociedade do Programa de Pós-Graduação em Linguística da UnB é licenciado sob uma Licença Creative Commons Atribuição-Uso não-comercial-Vedada a criação de obras derivadas 3.0 Unported.
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Autores/as que publicam nesta revista concordam com os seguintes termos:
Autores/as mantêm os direitos autorais e concedem à revista o direito de primeira publicação, sendo o trabalho simultaneamente licenciado sob a https://creativecommons.org/licenses/by-nc-nd/4.0/o que permite o compartilhamento do trabalho com reconhecimento da autoria do trabalho e publicação inicial nesta revista.
