Formação decolonial de educadores: o multiletramento engajado em um projeto de extensão

Abstract

This research, located in the area of Critical Applied Linguistics (MOITA LOPES, 2006) and based on the Socio-Cultural-Historical Theory (VYGOTSKY, [1934] 2001; LEONTIEV, [1977] 2014), results in the qualitative-interpretativist multimodal analysis of part of the course “Engaged Multiliteracy: curriculum as (trans)formation”. Free and offered to education professionals, undergraduates and students of Basic Education, through the Extension Projecto “Brincadas: the viable unheard of in times of crisis”, the course took place in the second half of 2021. This study mainly aimed to investigatie the possibility of a decolonial path (MIGNOLO; WALSH, 2018) for the continuous education of educators, through work with Engaged Multiliteracy (LIBERALI, 2022). Specifically, it analyzed the course proposal in order to recognize the activities that invite and mobilize the participants towards possible decolonial practices, based on playing (VYGOYSKY, [1933] 1991) in a proposal of Engaged Multiliteracy. This is a Critical Collaborative Research (PCCol) (MAGALHÃES, 2009) whose corpus was analyzed from a qualitative-interpretative approach. In this work, the theoretical framework was anchored in four pillars: Decoloniality, Interculturality, Playing and Engaged Multiliteracy. The confluence of these pillars made it possible to reflect on the critical formation of educators, in its broad context, in Brazil. From the multimodal interpretation of the data, it was possible to perceive that playing, in the Engaged Multiliteracy is a powerful tool for engaging subjects in real issues of injustice, and that planning, whose purpose is the engagement of those involved in the learning process, allows the development of transforming agency in the situations of injustice highlighted. Thus, there was a need to build new pedagogical practices that make it possible to rethink the education of these professionals, envisioning more critical-collaborative subjects who dare to exercise their transforming agency (VIANNA and STETSENKO, 2011) in the diverse and different educational contexts in which they work, aiming at the possibility of the viable unheard (FREIRE, [1970] 1987) from an intercultural (CANDAU, 2008) and decolonial perspective, in favor of social, cognitive, curricular, ecological and epistemic justice