Praxiologias interseccionais de gênero, raça, classe e sexualidade construídas com professoras de línguas
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Universidade Federal de Goiás
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This study aims to problematize the outcomes of a teacher education course that promoted the
engagement of language teachers, both pre-service and in-service, grounded on praxiologies
focused on the intersectionalities of gender, race, class, and sexuality in contemporary contexts.
The course target audience concentrated on language teachers interested in critically
problematizing the relationship between gender issues and language education. The research
material consisted of identification forms, interactions during course virtual meetings, a
research diary, individual conversations with the collaborators, and the praxiological proposals
they developed. The central goal is to understand whether and how the perspective of
intersectionality can contribute to the education of language teachers. To do so, the following
research questions guide the discussion: How do the collaborators comprehend the assumption
of white body in social relations? How were spaces of engaged listening constructed throughout
the course? How do the collaborators relate the course discussions to school contexts and to
language education? Seeking to contribute to the discussion of the questions presented in
addition to activating the participants’ own repertoires, the external praxiologies that shape my
research agenda – grounded on critical perspective of Applied Linguistics (Moita Lopes, 2006)
– are based on: black feminist authors who focus on intersectionality (Akotirene, 2020;
Crenshaw, 1989, 1991, 2002; Collins, 2019; Collins & Bilge, 2021; Gonzalez, 2020; Melo,
2022); authors who critique white feminism (Beck, 2021; Zakaria, 2021); scholars who discuss
whiteness in Brazilian society (Bento, 2022, 2023; DiAngelo, 2023; Schucman, 2020, 2023);
and authors who advocate for critical teacher education (Lopes & Borges, 2015; Pessoa, 2018,
2019; Urzêda-Freitas, 2018; Silvestre, 2017). Given the current sociopolitical context in which
ultraconservative groups have promoted the depoliticization of gender discussions in schools, I
consider it essential to incorporate into teacher education repertoires that challenge the
hegemonic/colonial logic responsible for homogenizing and/or segregating certain bodies.
Thus, this research contributes to the field of teacher education, especially in language teaching,
by discussing situated and politicized possibilities for pedagogical practice. Moreover, I argue
that intersectionality can operate as a critical praxiology in teacher education, as it creates space
for alternative narratives and offers a safe locus for recognizing the complexity of bodies within
social relations.
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CAPPARELLI, C. P. A. Praxiologias interseccionais de gênero, raça, classe e sexualidade construídas com professoras de línguas. 2025. 190 f. Tese (Doutorado em Letras e Linguística) - Faculdade de Letras, Universidade Federal de Goiás, Goiânia, 2025.