A postcolonial framework for brazilian efl teachers’ social identities

This article discusses some of the implications of using a poststructural and postcolonial theoretical framework to understand the positioning of Brazilian EFL teachers in contemporary global society. Foreign language teachers are seen as having a hybrid identity that engages the foreign language/cu...

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Autores:
Menezes Jordão, Clarissa
Tipo de recurso:
Article of journal
Fecha de publicación:
2008
Institución:
Universidad Nacional de Colombia
Repositorio:
Universidad Nacional de Colombia
Idioma:
spa
OAI Identifier:
oai:repositorio.unal.edu.co:unal/24919
Acceso en línea:
https://repositorio.unal.edu.co/handle/unal/24919
http://bdigital.unal.edu.co/15956/
Palabra clave:
Teacher identity
hybridity
knowledge
discourse
language
foreign languages
agency
hibridismo
identidad
lenguas extranjeras
globalización
resistencia
transformación
identidade
línguas estrangeiras
globalização
resistência
language
lenguas extranjeras
Rights
openAccess
License
Atribución-NoComercial 4.0 Internacional
id UNACIONAL2_a4f511a361c331ca254960ba405d1668
oai_identifier_str oai:repositorio.unal.edu.co:unal/24919
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repository_id_str
dc.title.spa.fl_str_mv A postcolonial framework for brazilian efl teachers’ social identities
title A postcolonial framework for brazilian efl teachers’ social identities
spellingShingle A postcolonial framework for brazilian efl teachers’ social identities
Teacher identity
hybridity
knowledge
discourse
language
foreign languages
agency
hibridismo
identidad
lenguas extranjeras
globalización
resistencia
transformación
identidade
línguas estrangeiras
globalização
resistência
language
lenguas extranjeras
title_short A postcolonial framework for brazilian efl teachers’ social identities
title_full A postcolonial framework for brazilian efl teachers’ social identities
title_fullStr A postcolonial framework for brazilian efl teachers’ social identities
title_full_unstemmed A postcolonial framework for brazilian efl teachers’ social identities
title_sort A postcolonial framework for brazilian efl teachers’ social identities
dc.creator.fl_str_mv Menezes Jordão, Clarissa
dc.contributor.author.spa.fl_str_mv Menezes Jordão, Clarissa
dc.subject.proposal.spa.fl_str_mv Teacher identity
hybridity
knowledge
discourse
language
foreign languages
agency
hibridismo
identidad
lenguas extranjeras
globalización
resistencia
transformación
identidade
línguas estrangeiras
globalização
resistência
language
lenguas extranjeras
topic Teacher identity
hybridity
knowledge
discourse
language
foreign languages
agency
hibridismo
identidad
lenguas extranjeras
globalización
resistencia
transformación
identidade
línguas estrangeiras
globalização
resistência
language
lenguas extranjeras
description This article discusses some of the implications of using a poststructural and postcolonial theoretical framework to understand the positioning of Brazilian EFL teachers in contemporary global society. Foreign language teachers are seen as having a hybrid identity that engages the foreign language/culture and, consequently, interpolates their native language/culture in a reflexive process. The main theoreticalperspectives used here are the Foucaultian poststructuralist notions of discourse, knowledge and power and the postcolonial view of identity, resistance and transformation. Such perspectives are pivotal for the understanding of the social practices of power/knowledge in the context of cultural globalization that informs this text.Key words: Teacher identity, hybridity, knowledge, discourse, language, foreign languages, agency.Este ensayo presenta algunas implicaciones derivadas del referencial teórico posestructuralista sobre el papel (como sujeto) de los profesores Brasileños de inglés como lengua extranjera en el mundo contemporáneo globalizado. En general, profesores de lenguas extranjeras son vistos como poseyendo una identidad híbrida en constante interpolación con la lengua/cultura nativa de los profesores. Las principalesperspectivas teóricas que explican tal situación son los análisis posestructuralistas del discurso como la de Foucault y el reconocimiento poscolonial sobre identidad, resistencia y transformación. Estas perspectivas nos ayudan a entender los modos de conocer las estructuras coloniales relativas a las prácticas sociales del poder/saber en el contexto de la globalización cultural.Palabras Clave: Hibridismo, identidad, lenguas extranjeras, globalización, resistencia, transformación.Este texto apresenta algumas das implicações advindas do uso de um referencial teórico pósestruturalista para refletir sobre o posicionamento de professores de inglês como língua  strangeira no Brasil no mundo contemporâneo globalizado. Professores de línguas estrangeiras em geral são percebidos aqui como tendo uma identidade híbrida que engaja a língua/cultura estrangeira e, conseqüentemente, interpola sualíngua/cultura nativa, refletindo-se nela e sobre ela. As principais perspectivas teóricas que constituem tal olhar são as noções foucaultianas pós-estruturalistas de discurso, saber e poder e as teorias pós-coloniais sobre identidade, resistência e transformação. Tais perspectivas contribuem diretamente para o entendimento das práticas sociais de poder/saber no contexto da globalização cultural neste texto.Palavras-Chave: Hibridismo, identidade, línguas estrangeiras, globalização, resistência, transformação, agência.
publishDate 2008
dc.date.issued.spa.fl_str_mv 2008
dc.date.accessioned.spa.fl_str_mv 2019-06-25T22:46:38Z
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dc.relation.references.spa.fl_str_mv Menezes Jordão, Clarissa (2008) A postcolonial framework for brazilian efl teachers’ social identities. MATICES EN LENGUAS EXTRANJERAS; núm. 2 (2008) Matices en Lenguas Extranjeras; núm. 2 (2008) 2011-1177 .
dc.rights.spa.fl_str_mv Derechos reservados - Universidad Nacional de Colombia
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dc.rights.license.spa.fl_str_mv Atribución-NoComercial 4.0 Internacional
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spelling Atribución-NoComercial 4.0 InternacionalDerechos reservados - Universidad Nacional de Colombiahttp://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Menezes Jordão, Clarissa20bbf32b-b8f6-4742-b3ab-6daed214faff3002019-06-25T22:46:38Z2019-06-25T22:46:38Z2008https://repositorio.unal.edu.co/handle/unal/24919http://bdigital.unal.edu.co/15956/This article discusses some of the implications of using a poststructural and postcolonial theoretical framework to understand the positioning of Brazilian EFL teachers in contemporary global society. Foreign language teachers are seen as having a hybrid identity that engages the foreign language/culture and, consequently, interpolates their native language/culture in a reflexive process. The main theoreticalperspectives used here are the Foucaultian poststructuralist notions of discourse, knowledge and power and the postcolonial view of identity, resistance and transformation. Such perspectives are pivotal for the understanding of the social practices of power/knowledge in the context of cultural globalization that informs this text.Key words: Teacher identity, hybridity, knowledge, discourse, language, foreign languages, agency.Este ensayo presenta algunas implicaciones derivadas del referencial teórico posestructuralista sobre el papel (como sujeto) de los profesores Brasileños de inglés como lengua extranjera en el mundo contemporáneo globalizado. En general, profesores de lenguas extranjeras son vistos como poseyendo una identidad híbrida en constante interpolación con la lengua/cultura nativa de los profesores. Las principalesperspectivas teóricas que explican tal situación son los análisis posestructuralistas del discurso como la de Foucault y el reconocimiento poscolonial sobre identidad, resistencia y transformación. Estas perspectivas nos ayudan a entender los modos de conocer las estructuras coloniales relativas a las prácticas sociales del poder/saber en el contexto de la globalización cultural.Palabras Clave: Hibridismo, identidad, lenguas extranjeras, globalización, resistencia, transformación.Este texto apresenta algumas das implicações advindas do uso de um referencial teórico pósestruturalista para refletir sobre o posicionamento de professores de inglês como língua  strangeira no Brasil no mundo contemporâneo globalizado. Professores de línguas estrangeiras em geral são percebidos aqui como tendo uma identidade híbrida que engaja a língua/cultura estrangeira e, conseqüentemente, interpola sualíngua/cultura nativa, refletindo-se nela e sobre ela. As principais perspectivas teóricas que constituem tal olhar são as noções foucaultianas pós-estruturalistas de discurso, saber e poder e as teorias pós-coloniais sobre identidade, resistência e transformação. Tais perspectivas contribuem diretamente para o entendimento das práticas sociais de poder/saber no contexto da globalização cultural neste texto.Palavras-Chave: Hibridismo, identidade, línguas estrangeiras, globalização, resistência, transformação, agência.application/pdfspaUniversidad Nacional de Colombia, Facultad de Ciencias Humanashttp://revistas.unal.edu.co/index.php/male/article/view/10702Universidad Nacional de Colombia Revistas electrónicas UN Matices en Lenguas ExtranjerasMatices en Lenguas ExtranjerasMATICES EN LENGUAS EXTRANJERAS; núm. 2 (2008) Matices en Lenguas Extranjeras; núm. 2 (2008) 2011-1177Menezes Jordão, Clarissa (2008) A postcolonial framework for brazilian efl teachers’ social identities. 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