Papers by Ana Paula Duboc
Perspectiva, Aug 22, 2023
O componente curricular 'Língua Inglesa' da 3ª versão da Base Nacional Comum Curricular Ensino Fu... more O componente curricular 'Língua Inglesa' da 3ª versão da Base Nacional Comum Curricular Ensino Fundamental (BNCC), publicada em 2017, fundamenta-se no conceito de Inglês como Língua Franca (ILF) (BRASIL, 2017b). Entretanto, o conceito não estava presente nas versões anteriores do documento, uma vez que o próprio componente específico para esse idioma ainda não existia, sendo precedido pelo componente 'Língua Estrangeira Moderna'. A instauração da obrigatoriedade do inglês e o aparecimento do conceito de ILF na última versão da BNCC faz com que tenhamos a impressão de que ele "caiu praticamente de paraquedas" no referido documento (DUBOC, 2019). Partindo de um recorte de uma pesquisa de mestrado (ROSA, 2021), este artigo busca desenvolver um exercício genealógico a fim de analisar como se deu a inserção do conceito de ILF na BNCC. Inspirados no paradigma indiciário (GINZBURG, 1989), adotamos um método interpretativo voltado para os detalhes, buscando pistas, indícios e rastros considerados reveladores. Com esse olhar, pretendemos identificar os agentes, as forças e as lutas que operaram no campo curricular , através da análise do contexto social e político do período de publicação da BNCC, do componente curricular em questão e dos pareceres de leitores críticos da área enviados ao Ministério da Educação (MEC). A análise indica a polissemia da expressão "cair de paraquedas". A depender da perspectiva que adotamos, a presença do ILF na BNCC se deu tanto de forma repentina, como a própria expressão sugere, como de forma intencional, para refratar o caráter padronizador dessa política educacional.
Analyzing the Concept and Field of Inquiry of English as a Lingua Franca from a Decolonial Perspective
Ikala, revista de lenguaje y cultura, Sep 16, 2022
Critical Literacies Made in Brazil
In this book chapter, we discuss: i. Brief overview of the Brazilian geographical space in sociop... more In this book chapter, we discuss: i. Brief overview of the Brazilian geographical space in sociopolitical contexts ; ii. Brief overview of the geographical space’s educational system(s) in Brazil; iii. Survey of critical literacy work in Brazil; iv. Visions for moving into more transnational work ; v. Implications for our social responsibility as academics .
ELF studies have long established itself as a solid field of inquiry much as a response to the pi... more ELF studies have long established itself as a solid field of inquiry much as a response to the pioneering work of scholars such as Jenkins (2000; 2007; 2009; 2015) and Seidlhofer (2001; 2005; 2011). Its ripple effect in the last decades is made present mainly among European scholars who have highly contributed to the consolidation of the area. By embracing the decolonial notion of epistemic pluralism (Sousa Santos, 2007; 2018), this paper wishes to turn knowledge production on ELF of the global South visible. In doing so, we present a brief state-of-the-art on recent ELF research in Brazil, followed by an analysis on how such theoretical framework echoes in the recently launched Brazilian National Common Core Curriculum (BNCC) (Brasil 2017). As a country deeply forged under colonialism, coloniality traces are still strongly present in Brazil. By departing from decolonial studies (Castro Gomez 2007; Quijano 2007; Mignolo 2000; 2007; 2009a; 2009b; Walsh 2018), the expression ELF feito...
Gragoatá, 2021
Departing from the premise that decoloniality is growing in popularity within contemporary Brazil... more Departing from the premise that decoloniality is growing in popularity within contemporary Brazilian Applied Linguistics studies, this paper claims in favor of a more performative decolonial praxis so as to prevent decoloniality from universality. In doing so, the text begins with some theorizations on decolonial thought with an emphasis on the triad fundamental in any decolonial exercise, that is to Identify-Interrogate-Interrupt coloniality. The paper, then, claims in favor of thinking communication otherwise which, along with the notions of bringing back the body and marking the unmarked, constitute the necessary decolonial strategies if one wishes to interrupt coloniality. A critical examination of The falling Sky: words of a Yanomami shaman, co-authored by Kopenawa and Albert (2013), is brought to the fore as illustrative of a decolonial pedagogy which attempts to help language teacher educators and researchers to become attentive to socially-just-oriented educational agendas t...
Trabalhos em Linguística Aplicada, 2020
RESUMO Com a proposta de debater o tema “Entre a heterogeneidade e a normatividade: pesquisas, po... more RESUMO Com a proposta de debater o tema “Entre a heterogeneidade e a normatividade: pesquisas, políticas e práticas educacionais em curso”, esta entrevista, conduzida junto aos professores doutores Ana Paula Duboc e Lynn Mario Menezes de Souza, ambos da Universidade de São Paulo, nos instigou ao debate sobre o conceito de normatividade transcendental, assim como as formas pelas quais ela vem se estabelecendo como regra em discursos políticos e educacionais, ensejando, desse modo, um retrocesso baseado em políticas neoconservadoras que almejam “endireitar a sociedade, por meio de políticas afeitas à ordem, ao consenso, à homogeneidade e ao universalismo”. Por outro lado, os entrevistados nos convidam a pensar que “dentro da normatividade há uma série de heterogeneidades, cada uma das quais tem a sua normatividade” e, portanto, a heterogeneidade é condição sine qua non de qualquer relação social. Esta entrevista, em forma de conversa, nos brinda com uma ampla discussão sobre linguagem...
Revista X, 2011
Os atuais processos globais, em consonância com o desenvolvimento de novas tecnologias das última... more Os atuais processos globais, em consonância com o desenvolvimento de novas tecnologias das últimas décadas, posicionam as questões de língua como das mais relevantes, em função da alta conectividade e interação entre os sujeitos. O inglês particularmente assume novos papéis para além de sua função comunicativa, sendo agora repensado como ferramenta crítica e participativa. Diante do novo cenário, como podemos redesenhar nossos contextos de formação docente, seja a formação inicial ou a continuada, de maneira que a formação do professor de inglês possa melhor responder às atuais demandas? Este artigo toma os novos letramentos como aporte teórico e prioriza o trabalho dos letramentos críticos e a noção de expansão de perspectivas. Os autores discutem duas atividades implementadas em cursos de formação continuada que tiveram como objetivos discutir a formação docente e a práxis dos professores participantes no intuito de transpor para a sala de aula de inglês esses debates globais rece...
Revista Brasileira de Linguística Aplicada, 2021
This paper proposes to critically read the multiliteracies proposal through a decolonial lens. It... more This paper proposes to critically read the multiliteracies proposal through a decolonial lens. It has two fundamental aspects: one, of an epistemic nature, refers to the need to de-link the concept from a particular hegemonic scholarship so that local knowledge production may prevent literacy practices from universalisms and methodologization; the other, of a technological nature, refers to the need to de-link the concept of multiliteracies from its apparent subjection to the digital.
Language education and the university: fostering socially-just practices in undergraduate contexts. Volume 1: language, culture and discourse
Organizadores: Daniel de Mello Ferraz, Ana Paula Martinez Duboc We don’t know what the future hol... more Organizadores: Daniel de Mello Ferraz, Ana Paula Martinez Duboc We don’t know what the future holds among so much polarization, hybrid wars, movements to disassemble public education, but the role of a teacher educator who is engaged and aware of its representation in the society cannot be denied and vanished. On the contrary, a teacher educator in the complexity of his/her role will inevitably be reference of resistance: creating discursive and theoretical opportunities, legitimizing knowledge other than those which comes top down. Certainly, this book will trigger other similar projects and contribute meaningfully to critical teacher education (Fabrício Ono). ISBN: 978-65-5939-053-3 (brochura) 978-65-5939-054-0 (eBook) DOI: 10.31560/pimentacultural/2020.540
Revista Brasileira de Linguística Aplicada, 2021
Journal of Multicultural Discourses, 2020
This paper aims at addressing the intrinsic relationship between literacy and politics by present... more This paper aims at addressing the intrinsic relationship between literacy and politics by presenting a discursive analysis of the new National Literacy Policy under the Brazilian far-right neoconservative government. In doing so, the text departs from a brief genealogical exercise in which the theorizations on literacies studies in Brazil and elsewhere are compared and contrasted, with emphasis to the evolving notions of critique and citizenship. Analysis has shown that the new Brazilian National Literacy Policy is part of an orchestrated set of actions in which neoliberal, religious, ideological and militaristic driving forces operate despite official claims of discursive neutrality. By advocating in favor of socially-just literacy pedagogies and by cherishing the notions of critique as 'reading as we read ourselves' and 'active citizenship', this paper calls for a reimagined self-critique along with a set of collective actions if literacy researchers and teachers wish to tackle the challenges and complexities surrounding literacy wars in neoconservative times.
Revista Brasileira de Linguística Aplicada, 2018
This article problematizes the place of critical literacies (CLs) in contemporary language educat... more This article problematizes the place of critical literacies (CLs) in contemporary language education. In doing so, we ask: Where do we place critique within the curriculum in neoconservative times? What is left to teachers in their commitment to educate critical citizens? Do critical literacies suffice? To respond to these questions, we bring a set of contemporary snapshots, unveiling all the anguish brought up by the complex politics of “us” versus “them”. Some understandings of CLs within the field are then reviewed, preparing the terrain for the reading of ourselves in relation to our theories and practices. To (in)conclude, we outline a few orientations which seek to relocate CLs beyond the dichotomic view of the micro versus macro as a formative strategy in dealing with our frustrations in such dark times.
Language education and the university: voicing worldviews and fostering knowledge production in undergraduate context
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Papers by Ana Paula Duboc