Disinventing and reconstituting the concept of communication in language education

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dc.creatorFreitas, Marco Túlio de Urzêda
dc.creatorPessoa, Rosane Rocha
dc.date.accessioned2023-05-15T13:38:40Z
dc.date.available2023-05-15T13:38:40Z
dc.date.issued2020
dc.description.abstractIn this article we draw on the praxiological framework of disinvention and reconstitution of language(s) to problematize the concept of communication in language education. Considering the fact that the concept of language as an instrument of communication was a metadiscursive regime used to (re)invent language as an isolated and unproblematic element, we argue for an idea of communication that embraces the complexity of language practices, communicative interactions, and the world at large. The critical (re)views shared throughout the text point to a complex perspective of communicative language classes, which requires an understanding of language and communication as complex social practices and as spaces with great potential to promote epistemic decoloniality.pt_BR
dc.identifier.citationURZÊDA-FREITAS, Marco Túlio de; PESSOA, Rosane Rocha. Disinventing and reconstituting the concept of communication in language education. L2 Journal, Berkeley, v. 12, n. 3, p. 61-76, 2020. DOI: 10.5070/L20048205. Disponível em: https://escholarship.org/uc/item/5h03586r. Acesso em: 5 maio 2023.pt_BR
dc.identifier.doihttps://doi.org/10.5070/L20048205
dc.identifier.issne- 1945-0222
dc.identifier.urihttp://repositorio.bc.ufg.br/handle/ri/22536
dc.language.isoengpt_BR
dc.publisher.countryEstados unidospt_BR
dc.publisher.departmentFaculdade de Letras - FL (RG)pt_BR
dc.rightsAcesso Abertopt_BR
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/*
dc.titleDisinventing and reconstituting the concept of communication in language educationpt_BR
dc.typeArtigopt_BR

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