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...
- 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 |
network_acronym_str |
UNACIONAL2 |
network_name_str |
Universidad Nacional de Colombia |
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 |
dc.date.available.spa.fl_str_mv |
2019-06-25T22:46:38Z |
dc.type.spa.fl_str_mv |
Artículo de revista |
dc.type.coar.fl_str_mv |
http://purl.org/coar/resource_type/c_2df8fbb1 |
dc.type.driver.spa.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.version.spa.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.coar.spa.fl_str_mv |
http://purl.org/coar/resource_type/c_6501 |
dc.type.coarversion.spa.fl_str_mv |
http://purl.org/coar/version/c_970fb48d4fbd8a85 |
dc.type.content.spa.fl_str_mv |
Text |
dc.type.redcol.spa.fl_str_mv |
http://purl.org/redcol/resource_type/ART |
format |
http://purl.org/coar/resource_type/c_6501 |
status_str |
publishedVersion |
dc.identifier.uri.none.fl_str_mv |
https://repositorio.unal.edu.co/handle/unal/24919 |
dc.identifier.eprints.spa.fl_str_mv |
http://bdigital.unal.edu.co/15956/ |
url |
https://repositorio.unal.edu.co/handle/unal/24919 http://bdigital.unal.edu.co/15956/ |
dc.language.iso.spa.fl_str_mv |
spa |
language |
spa |
dc.relation.spa.fl_str_mv |
http://revistas.unal.edu.co/index.php/male/article/view/10702 |
dc.relation.ispartof.spa.fl_str_mv |
Universidad Nacional de Colombia Revistas electrónicas UN Matices en Lenguas Extranjeras Matices en Lenguas Extranjeras |
dc.relation.ispartofseries.none.fl_str_mv |
MATICES EN LENGUAS EXTRANJERAS; núm. 2 (2008) Matices en Lenguas Extranjeras; núm. 2 (2008) 2011-1177 |
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 |
dc.rights.coar.fl_str_mv |
http://purl.org/coar/access_right/c_abf2 |
dc.rights.license.spa.fl_str_mv |
Atribución-NoComercial 4.0 Internacional |
dc.rights.uri.spa.fl_str_mv |
http://creativecommons.org/licenses/by-nc/4.0/ |
dc.rights.accessrights.spa.fl_str_mv |
info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Atribución-NoComercial 4.0 Internacional Derechos reservados - Universidad Nacional de Colombia http://creativecommons.org/licenses/by-nc/4.0/ http://purl.org/coar/access_right/c_abf2 |
eu_rights_str_mv |
openAccess |
dc.format.mimetype.spa.fl_str_mv |
application/pdf |
dc.publisher.spa.fl_str_mv |
Universidad Nacional de Colombia, Facultad de Ciencias Humanas |
institution |
Universidad Nacional de Colombia |
bitstream.url.fl_str_mv |
https://repositorio.unal.edu.co/bitstream/unal/24919/1/10702-21157-1-PB.pdf https://repositorio.unal.edu.co/bitstream/unal/24919/2/10702-22375-1-PB.pdf https://repositorio.unal.edu.co/bitstream/unal/24919/3/10702-22386-1-PB.pdf https://repositorio.unal.edu.co/bitstream/unal/24919/4/10702-98356-1-PB.html https://repositorio.unal.edu.co/bitstream/unal/24919/5/10702-22297-1-PB.pdf https://repositorio.unal.edu.co/bitstream/unal/24919/6/10702-21157-1-PB.pdf.jpg https://repositorio.unal.edu.co/bitstream/unal/24919/7/10702-22375-1-PB.pdf.jpg https://repositorio.unal.edu.co/bitstream/unal/24919/8/10702-22386-1-PB.pdf.jpg https://repositorio.unal.edu.co/bitstream/unal/24919/9/10702-22297-1-PB.pdf.jpg |
bitstream.checksum.fl_str_mv |
c407938dfe773e5bda729b08cd5f339e c407938dfe773e5bda729b08cd5f339e c407938dfe773e5bda729b08cd5f339e 2ab9a654da19b1da837063120edb225b c407938dfe773e5bda729b08cd5f339e a048a5c110b8aa284aa6d7a597f4ca7f a048a5c110b8aa284aa6d7a597f4ca7f a048a5c110b8aa284aa6d7a597f4ca7f a048a5c110b8aa284aa6d7a597f4ca7f |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositorio Institucional Universidad Nacional de Colombia |
repository.mail.fl_str_mv |
repositorio_nal@unal.edu.co |
_version_ |
1814089761340522496 |
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. MATICES EN LENGUAS EXTRANJERAS; núm. 2 (2008) Matices en Lenguas Extranjeras; núm. 2 (2008) 2011-1177 .A postcolonial framework for brazilian efl teachers’ social identitiesArtículo de revistainfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85Texthttp://purl.org/redcol/resource_type/ARTTeacher identityhybridityknowledgediscourselanguageforeign languagesagencyhibridismoidentidadlenguas extranjerasglobalizaciónresistenciatransformaciónidentidadelínguas estrangeirasglobalizaçãoresistêncialanguagelenguas extranjerasORIGINAL10702-21157-1-PB.pdfapplication/pdf102750https://repositorio.unal.edu.co/bitstream/unal/24919/1/10702-21157-1-PB.pdfc407938dfe773e5bda729b08cd5f339eMD5110702-22375-1-PB.pdfapplication/pdf102750https://repositorio.unal.edu.co/bitstream/unal/24919/2/10702-22375-1-PB.pdfc407938dfe773e5bda729b08cd5f339eMD5210702-22386-1-PB.pdfapplication/pdf102750https://repositorio.unal.edu.co/bitstream/unal/24919/3/10702-22386-1-PB.pdfc407938dfe773e5bda729b08cd5f339eMD5310702-98356-1-PB.htmltext/html40431https://repositorio.unal.edu.co/bitstream/unal/24919/4/10702-98356-1-PB.html2ab9a654da19b1da837063120edb225bMD5410702-22297-1-PB.pdfapplication/pdf102750https://repositorio.unal.edu.co/bitstream/unal/24919/5/10702-22297-1-PB.pdfc407938dfe773e5bda729b08cd5f339eMD55THUMBNAIL10702-21157-1-PB.pdf.jpg10702-21157-1-PB.pdf.jpgGenerated Thumbnailimage/jpeg7205https://repositorio.unal.edu.co/bitstream/unal/24919/6/10702-21157-1-PB.pdf.jpga048a5c110b8aa284aa6d7a597f4ca7fMD5610702-22375-1-PB.pdf.jpg10702-22375-1-PB.pdf.jpgGenerated Thumbnailimage/jpeg7205https://repositorio.unal.edu.co/bitstream/unal/24919/7/10702-22375-1-PB.pdf.jpga048a5c110b8aa284aa6d7a597f4ca7fMD5710702-22386-1-PB.pdf.jpg10702-22386-1-PB.pdf.jpgGenerated Thumbnailimage/jpeg7205https://repositorio.unal.edu.co/bitstream/unal/24919/8/10702-22386-1-PB.pdf.jpga048a5c110b8aa284aa6d7a597f4ca7fMD5810702-22297-1-PB.pdf.jpg10702-22297-1-PB.pdf.jpgGenerated Thumbnailimage/jpeg7205https://repositorio.unal.edu.co/bitstream/unal/24919/9/10702-22297-1-PB.pdf.jpga048a5c110b8aa284aa6d7a597f4ca7fMD59unal/24919oai:repositorio.unal.edu.co:unal/249192022-10-27 23:04:09.332Repositorio Institucional Universidad Nacional de Colombiarepositorio_nal@unal.edu.co |