South-North Dialogues on Queer Epistemologies, Embodiments and Activisms
South-North Dialogues on Queer Epistemologies, Embodiments and Activisms is composed of research presented at the fourth international Queering Paradigms Conference (QP4), held in Rio de Janeiro, Brazil. In line with the QP project ethos of bringing together diverse epistemological and geographical allegiances, this volume intends to contribute to building a queer postcolonial critique of the current politics of queer activism and of queer knowledge production and circulation. However, rather than perpetuating the North-South dichotomy, the papers gathered here are an effort to establish global dialogues that crisscross those axes, as well as attempts at queering epistemologies, socio-political bonds, and bodies, embodiments and identities. They endeavour to trouble unequal geographies of knowledge – namely the North as an exporter of theories and the South as their importer; the North as a producer of knowledge and the South as its object of study – hosting enormous potential for reinvention.
Queer Literacies in the Brazilian Public School EFL Classroom: Performing Action Research
← 94 | 95 → LUCIANA LINS ROCHA
Variations of the autonomous literacy model based on written canonical texts (Street 1984) still frame reading lessons in many Brazilian schools. The colonial idea of school literacy leading to progress is usually evoked when language teachers reproduce such a model on the basis that it provides students with better chances in the job market. This traditional model is stronger in the foreign language classroom, and the authoritarian status of the text is reinforced by a commonsensical belief in the linguistic and cultural hegemony of the countries located in the rich North of the world.
Literacies in the English Foreign Language (EFL) classroom in Brazil are commonly related to an autonomous model guided by a colonial enchantment towards the American Empire, despite the fact that contemporary conditions have dethroned the USA (Hardt and Negri 2005). The focus of such practices is language as an abstracted system, a resource that is there waiting to be used, and EFL classes in Brazil are usually seen as an aseptic moment of learning linguistic structure and “culture”. This means that English is rarely regarded as a topic for reflection (Santos and Fabrício 2006), or as a semiotic practice in which we engage when we put ourselves on display (Pennycook 2007, 2010).
This way of understanding the foreign language classroom is in accordance with what schools traditionally legitimate in relation to the production of identities. School literacy practices frequently reinforce heterosexuality by means of...
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