Tensões e conflitos emergentes nas práticas de letramentos acadêmicos em contexto intercultural: construindo caminhos de resistência para ocupar o território do campo acadêmico

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Universidade Federal de Goiás


The geopolitics of knowledge, born of the bowels of the colonial process and shaped by the invasion of the Americas, structures the Western universities, being representative of the ways in which the coloniality of power operates (LANDER, 2010, SEGATO, 2016; ARIAS, 2010; CASTRO-GOMÉZ, 2007). In this context, academic writing takes on a leading role and is responsible for the perpetuation of an epistemic racism in the forms of production and dissemination of knowledge (MIGNOLO, 2003). From the decolonial option (MIGNOLO, 2005; 2010) I problematize how the clash and tensions between academic literacy practices based on Eurocentric visions and the knowledge provided by subalternized cultures to the academic context can offer ways to think about new models of production and legitimation of other knowledge, which are denied and subalternized by the hegemonic Western academic context. In order to construct these reflections, I narrate my ethnographic experience, born in the Núcleo Takinahakỹ de Formação Superior Indígena, in order to: raise the tensions, conflicts and negotiations emerging in the academic literacy practices in intercultural context from the experiences of indigenous academics; to problematize the self-representations of the identities of the academic indigenous in an intercultural academic context in relation to the production of knowledge in the university; and also to think alternatives to legitimize knowledge and the forms of production of knowledge that have been subalternized for centuries by the hegemonic Eurocentric power. In this trajectory, in dialogue with the New Literacy Studies, specifically in the field of academic literacies (STREET, 2006, 2014; ZAVALA, 2010; LILLIS AND SCOTT, 2007), I present the constructions of this field of research, which pointed to the need for a critical expansion in relation to an epistemological and linguistic racism still presents in academic literacy practices. In this way, they demonstrate how contemporary research (ZAVALA AND CÓRDOVA, 2010, NASCIMENTO, 2014, CASTILLO, 2013, CANAGARAJAH, 2002, 2015) has built more sensitive perspectives on literacy practices in academia. Then with the contribution of indigenous speakers who helped me build this research, I present indigenous perspectives on literacy practices (KOPENAWA AND ALBERT, 2015; MUNDURUKU, 2006; JOEL CUXY AND HERBETTA, 2016); with the purpose of showing how these people, from the locus of indigenous enunciation, have thought and felt the practices of literacies. In this dialogue, I present how the emerging tensions and conflicts in academic literacy practices are closely related to the coloniality of power and, consequently, to the coloniality of knowledge, intrinsically connected with linguistic coloniality. From this reflection, I show from indigenous academic productions (MARINEUZA KRIKATI 2017; TORRICELE HATUNAKA JAVAÉ, 2017; AMUTU WAURÁ, 2018), how indigenous academics occupy the territory of academia based on the affirmation of their identity marks (PIÑACUÉ ACHICUE, 2014; MAHER; 2010; THIÉL, 2006), through language practices (MIGNOLO 2003) and the different textualities that fracture the geopolitics of knowledge, practices that point other paths to the construction of a conception of academic literacy closer to an interepistemic dialogue based on the political and epistemic struggle produced by indigenous bodies and knowledge in the spaces of colonial difference.



SOUZA, Naiara Cristina Santos. Tensões e conflitos emergentes nas práticas de letramentos acadêmicos em contexto intercultural: construindo caminhos de resistência para ocupar o território do campo acadêmico. 2019. 232 f. Dissertação (Mestrado em Letras e Linguística) - Universidade Federal de Goiás, Goiânia, 2019.