Abstract
This work presents partial results of ongoing research on social justice. It counts on the researcher´s locus of enunciation to interpret the participants´ views assuming that they are important characteristics of the qualitative and interpretive methodology. The research participants are all volunteers: five professors, six undergraduate students, six graduate students of languages from public Brazilian universities. The data generation includes individual online questionnaires (sent by email) and interviews (via WhatsApp). The theoretical underpinnings assume that translanguaging relates to the existing and emerging resources the research participants use while constructing knowledge. Concerning emotion, Barcelos (2205) and Aragão (2011) argues that emotions are socially constructed. The conception of silence also draws on localized and meaningful aspects, following Grander (2004) and King (2013). This investigation is also grounded on researches by García; Alves (2019), García; Wei (2014), García (2020), Blackledge; Creese (2011), Canagarajah (2013), Makalela (2015, 2016, 2017), Makalela; Dhokotera (2021), Nkadimeng; Makalela (2015) in dialogue with decolonial perspectives by Grosfoguel (2013), Menezes de Souza (2019, 2021), Mignolo; Walsh (2018), Maldonaldo-Torres (2007), Quijano (2007) and Southern theories by Santos (2018). The partial results suggest that more studies are needed to bring the place of emotion and silence as embedded in translanguaging in order to expand the understanding of social justice.
Presenters
Nara Hiroko TakakiAssociate Professor, Languages, Federal University of Mato Grosso do Sul (UFMS), Mato Grosso do Sul, Brazil
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Social Justice, Emotion and Silence in Translanguaging, Decoloniality in Education
