EDUCAÇÃO NA/PELAS LINGUAGEM(S) E POLÍTICAS PÚBLICAS NA PÓS-PANDEMIA

LÍNGUA PORTUGUESA NO ENSINO SUPERIOR TECNOLÓGICO

Resumo

This summary aims to present a work proposal with language, above all, to think about pedagogies with regard to an “Education in/by Language(s) in the post-pandemic”, in which it is intended to discuss about language teaching Portuguese in Technological Higher Education. It is known that education has undergone substantial changes over time and different educational pedagogies have become important at a certain time and in another were replaced by new teaching paradigms. How can we think of a humanization of education without reflecting on public policies that fall short in relation to social issues, situations of adversity and social inequality? This proposal highlights the experience lived in Portuguese Language classes, based on a Reading Workshop Project, carried out with students of technological courses at a Technology Faculty in the state of São Paulo. It is a humanizing education proposal, based on an emancipatory and libertarian vision, in which the subjects involved understand that they can engage in the mother tongue learning process in relation to academic reading and writing. When one takes into account an education that frees “souls”, emancipatory, one considers the legacy left by the illustrious master Paulo Freire (1987-1997). To speak of the legacy left by Freire (1987; 1992) is to direct oneself to the practice of freedom, freedom that is curtailed by discriminatory movements of non-preservation of the identity of the other. “(...) Respecting the student's reading of the world is not a tactical game with which the educator seeks to become sympathetic to the student. It is the correct way for the educator to, with the student and not on him, try to overcome a naiver way by another more critical way of understanding the world. (...)” (FREIRE, 1997, p.138-139). From this perspective, we seek to present a fruitful dialogue between Freire's Critical Pedagogy (FREIRE, 1967, 1987, 1992, 1994, 1997) and Critical Applied Linguistics (hereinafter LAC) (CALVET, 2007; PENNYCOOK, 2006; PENNYCOOK; MAKONI, 2020; RAJAGOPALAN, 2003, 2013), in addition to official documents (Curricular Guidelines for Professional and Technological Education (BRASIL, 2021), Constitution of 1988 (BRASIL. Constitution. (1988/2021]), LDB/71 (BRASIL, 1971), the LDB/2017 (BRASIL. LDB. 1996/2017]), the National Program for Education in Human Rights (PNEDH) (BRASIL, 2007). To this end, this proposal for working with language is in line with the results of a research in a post-doctoral internship, entitled “Professional and Technological Education and Portuguese Language Teaching in times of crisis: perspectives, interfaces and challenges for a Humanizing Education”, completed in 2022, at the Graduate Program in Linguistics (PPGL), at the University of Brasília (UnB), under the supervision of Prof. Dr. Kleber Aparecido da Silva.