Abstract
In this article, I aim to problematize ideological formations in which the relationship between literature and monolingualism is anchored, with a view to questioning traditions, epistemologies, and linguistic and curricular boundaries established in literary education. Based on the assumption that literature functions as an important driver of language policies, I propose the conceptual elaboration of a glottopolitical perspective of the literary, with the aim of discussing forms of silencing translingual practices in teaching and training readers, and to give critical visibility to the zones of contact/friction between multiple languages-cultures within literary textuality. In dialogue with conceptualizations regarding counter-pedagogies of cruelty (Segato, 2018), which mobilize processes of epistemic-cultural decolonization and reestablishment of transnational bond projects in the Latin American context, I intend to debate the contribution of different counter-pedagogical strategies of contemporary translingual poetics to the resignification/reinvention of current literature curricula and pedagogies.
Keywords:
Contemporary literature; translingualism; glottopolitics; counter-pedagogies