Post structuralist philosophies of language and decolonialities: contributions for teacher education?

This article explores possible - connections between the post-structuralist philosophies of language (in the precepts of Wittgenstein, 1999; Derrida, 2002 and Foucault, 1999) and decolonial studies (in the precepts of Quijano, 2005; Castro-Gómez & Grossfoguel, 2007 and Menezes de Souza, 2019...

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Principais autores: Ferraz, Daniel, Soares de Paula Mendes, Maria Cecília
Formato: Online
Idioma:por
Publicado em: UFRN
Endereço do item:https://periodicos.ufrn.br/odisseia/article/view/23227
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spelling oai:periodicos.ufrn.br:article-232272021-12-27T21:28:56Z Post structuralist philosophies of language and decolonialities: contributions for teacher education? Filosofias da linguagem pós-estruturalistas e decolonialidades: contribuições para a formação docente? Ferraz, Daniel Soares de Paula Mendes, Maria Cecília Philosophies of language. Decolonialities. Teacher education. Filosofias da linguagem. Decolonialidades. Formação docente. This article explores possible - connections between the post-structuralist philosophies of language (in the precepts of Wittgenstein, 1999; Derrida, 2002 and Foucault, 1999) and decolonial studies (in the precepts of Quijano, 2005; Castro-Gómez & Grossfoguel, 2007 and Menezes de Souza, 2019, 2020). In the first section, we explore some perspectives on post-structuralist philosophies of language and the linguistic turn, such as changes in language views. In the second section, “From post-structuralism to decolonial?”, we briefly discuss three perspectives on decolonial studies, according to the aforementioned authors. Finally, in the section “For a paradigm shift in the English teacher education”, we seek to connect the philosophical dimension of the first two perspectives with teacher education, by suggesting that we need more discussion on teacher education of foreign language professionals from philosophical perspectives in our country. Este artigo explora possíveis conexões entre as filosofias da linguagem pós-estruturalistas (nos preceitos de Wittgenstein, 1999; Derrida, 2002 e Foucault, 1999) e os estudos decoloniais (nos preceitos de Quijano, 2005; Castro-Gómez e Grossfoguel, 2007 e Menezes de Souza, 2019, 2020). Na primeira seção exploramos algumas perspectivas sobre a filosofia da linguagem pós-estruturalista e a virada linguística, apresentando as alterações de visões de língua e linguagem resultantes dessas visões. Na segunda seção, “Do pós-estruturalismo ao decolonial?”, brevemente, discutimos três perspectivas sobre os estudos decoloniais, segundo os autores supracitados. Por fim, na seção “Por uma mudança no paradigma da formação de educadores de língua inglesa”, buscamos conectar as discussões filosóficas das duas primeiras seções com a formação docente, defendendo a urgência de discutirmos as bases filosóficas das formações docentes de profissionais de línguas estrangeiras em nosso país. UFRN 2021-12-23 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://periodicos.ufrn.br/odisseia/article/view/23227 Odisseia; Vol. 6 No. 2 (2021): Revista Odisseia; 107-126 Revue Odisseia; Vol. 6 No. 2 (2021): Revista Odisseia; 107-126 Revista Odisseia; v. 6 n. 2 (2021): Revista Odisseia; 107-126 1983-2435 10.21680/1983-2435.2021v6n2 por https://periodicos.ufrn.br/odisseia/article/view/23227/15148 Copyright (c) 2021 Revista Odisseia
institution Periódicos UFRN
collection Portal de Pediódicos Eletrônicos da UFRN
language por
format Online
author Ferraz, Daniel
Soares de Paula Mendes, Maria Cecília
spellingShingle Ferraz, Daniel
Soares de Paula Mendes, Maria Cecília
Post structuralist philosophies of language and decolonialities: contributions for teacher education?
author_facet Ferraz, Daniel
Soares de Paula Mendes, Maria Cecília
author_sort Ferraz, Daniel
title Post structuralist philosophies of language and decolonialities: contributions for teacher education?
title_short Post structuralist philosophies of language and decolonialities: contributions for teacher education?
title_full Post structuralist philosophies of language and decolonialities: contributions for teacher education?
title_fullStr Post structuralist philosophies of language and decolonialities: contributions for teacher education?
title_full_unstemmed Post structuralist philosophies of language and decolonialities: contributions for teacher education?
title_sort post structuralist philosophies of language and decolonialities: contributions for teacher education?
description This article explores possible - connections between the post-structuralist philosophies of language (in the precepts of Wittgenstein, 1999; Derrida, 2002 and Foucault, 1999) and decolonial studies (in the precepts of Quijano, 2005; Castro-Gómez & Grossfoguel, 2007 and Menezes de Souza, 2019, 2020). In the first section, we explore some perspectives on post-structuralist philosophies of language and the linguistic turn, such as changes in language views. In the second section, “From post-structuralism to decolonial?”, we briefly discuss three perspectives on decolonial studies, according to the aforementioned authors. Finally, in the section “For a paradigm shift in the English teacher education”, we seek to connect the philosophical dimension of the first two perspectives with teacher education, by suggesting that we need more discussion on teacher education of foreign language professionals from philosophical perspectives in our country.
publisher UFRN
publishDate 2021
url https://periodicos.ufrn.br/odisseia/article/view/23227
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AT soaresdepaulamendesmariacecilia poststructuralistphilosophiesoflanguageanddecolonialitiescontributionsforteachereducation
AT ferrazdaniel filosofiasdalinguagemposestruturalistasedecolonialidadescontribuicoesparaaformacaodocente
AT soaresdepaulamendesmariacecilia filosofiasdalinguagemposestruturalistasedecolonialidadescontribuicoesparaaformacaodocente
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