EXERCISING SOUTHERN AND DECOLONIAL (SELF)CRITIQUE IN TRANSLANGUAGING: FOR A JUNTOS STANCE

Resumo

One of the issues in language studies revolves around dialogues. To dialogue with differences in productive ways presupposes respect and transgressive points of contact which envisage possibilities. Translanguaging/translingual practices, whose nature is southern and decolonial, struggle(s) for social justice recognizing all the resources and repertoires students and teachers use in the processes of knowledge construction. This created space cannot be domesticated and, therefore, it invites other ontologies-epistemologies-methodologies (TAKAKI, 2016, 2019a, 2020) in transit. This is the aim of this paper, that is, to try to expand the southern and decolonial perspectives (self)critically juntos based on a specific part of a lesson. The theoretical framework counts on notions of (self)critique, southern and decolonial features. A key point is the co-construction of questionings, with philosophical theory-practice bringing co-authorship in the interpretive market of meanings and more transcultural agency juntos. The final analysis highlights that although translanguaging/translingual practices is/are southern and decolonial, it/they can be amplified with (self)critical exercises juntosin the encounter with pluriversal texts and contexts in incessant and rhizomatic movements in which students, educators and authorities live.