Pedagogias freireanas e a Linguística Aplicada Crítica: um diálogo profícuo

Rosana Nunes; Tamara Angélica Brudna da Rosa; Kleber Aparecido da Silva

doi:10.5433/1519-5392.2025v25n1p303-317

Authors

Rosana Nunes Faculdade de Tecnologia de São Paulo https://orcid.org/0000-0003-1800-3296
Tamara Angélica Brudna da Rosa Instituto Federal Farroupilha (IFFar) https://orcid.org/0000-0003-3359-3909
Kleber Aparecido da Silva University of Brasília https://orcid.org/0000-0002-7815-7767

DOI:

https://doi.org/10.5433/1519-5392.2025v25n1p303-317

Keywords:

Critical education, Linguistic hegemonies, Practices of resistance

Abstract

This article explores the connection between Paulo Freire's work and Critical Applied Linguistics (CAL), aiming to encourage reflection on language and its social implications. Drawing on Freire's key works, such as Pedagogy of the Oppressed and Pedagogy of Hope, the text emphasizes the significance of a critical linguistic education focused on conscientization and social justice. In line with Freire's critical pedagogy, CAL views language as a domain of power and resistance, where linguistic practices mirror social and political relationships. The article delves into how CAL CAL leverages Freirean principles to dismantle linguistic hegemonies and advocate for an educational approach that prioritizes the empowerment and autonomy of learners. Furthermore, the paper establishes links with theorists from the global south, such as Pennycook (2001) and Canagarajah (1999), expanding the discourse on the role of language in social emancipation. In conclusion, the dialogue between Freire and CAL is crucial for reimagining educational and linguistic practices, particularly in settings characterized by social inequality.

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Author Biographies

Rosana Nunes, Faculdade de Tecnologia de São Paulo

É Doutora em Língua Portuguesa pela Pontifícia Universidade Católica (PUC/SP). Pós-doutorado em Educação pela Universidade de Campinas (UNICAMP/SP). Pós-doutorado em Linguística Aplicada Crítica pela Universidade de Brasília (UnB). É docente de Faculdade de Tecnologia do estado de São Paulo (Indaiatuba, Sorocaba e Votorantim).

Tamara Angélica Brudna da Rosa, Instituto Federal Farroupilha (IFFar)

Tamara Angélica Brudna da Rosa is a lecturer at the Farroupilha Federal Institute (IFFar) in Santo Augusto, RS. She has a degree in Portuguese/English Language and its respective Literatures from UNICRUZ, a specialist degree in Interdisciplinarity from FACIPAL, a master's degree and a doctorate in Science Education from UNIJUÍ, as well as a sandwich doctorate from TSU (Tomsk State University) in Russia. She has a post-doctorate in Linguistics from UnB. Her professional experience covers primary, secondary and university education, in private and public schools. She works in the areas of Portuguese/English, as well as extension, specialization and postgraduate courses. Her research interests are language policies, internationalization of higher education and English language practices.

Kleber Aparecido da Silva, University of Brasília

PhD in Linguistic Studies (Universidade Estadual Paulista Júlio de Mesquita Filho/UNESP). Post-Doctorate in Applied Linguistics from Penn State University/USA; in Linguistics from the Federal University of Santa Catarina/UFSC; in Applied Linguistics and Language Studies from the Pontifical Catholic University of São Paulo/PUC-SP; and in Applied Linguistics from UNICAMP. Associate Professor 2 of the Department of Linguistics, Portuguese and Classical Languages â€‹â€‹and of the Postgraduate Program in Linguistics at the University of Brasília (UnB). Brasília, DF, Brazil.

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