ABSTRACT
One of the key features of critical literacy is the concern with the human and non-human collective other in vulnerable social condition. The obstruction for disenfranchised communities, local language policy goals, exacerbating social inequities and violence seems never-ending. Much before the pandemic times, one side of society had been forcing unprivileged and disempowered communities to struggle for alternative ways to go on playing the game of life. To this end, innovative, participative and ethical education which places the self as responsible for the radical other, frequently an enemy, (LEVINAS, 2007LEVINAS, E. Entrevistas. In: POIRIÉ, F. (ed.). Emmanuel Lévinas: ensaio e entrevistas. Tradução de J. Guinsburg, Márcio Honório de Godoy e Thiago Blumenthal. São Paulo: Perspectiva , 2007. p. 51-134. ) might enhance learning, unlearning and relearning. I conclude that such a perspective might expand the exercise of critical literacy (FREIRE, 2005FREIRE, P. Pedagogia da tolerância. São Paulo: Editora da UNESP, 2005. ), a condition to minimize the impacts of the crises in contemporary society. This research is part of my ongoing project entitled Linguistic-Cultural Education, Language Teaching, Technologies and productive Social Justice in Dilemmatic Times and it is linked to the National Project of Teacher Education1
1
USP (2015-2021). Universidade de São Paulo. Projeto Nacional de Letramentos: Linguagem, Cultura, Educação e Tecnologia. Available at: http://letramentos.fflch.usp.br/sobre. Access on: 20 May 2020.
through the theories of Critical Literacies, Multilteracies, New Literacies, coordinated by Walkyria Monte Mór and Lynn Mario Trindade Menezes de Souza. Following a bibliographic interpretive research methodology, this work comprises two moments. In the first one, it presents a brief outline of the already one with and for the other in contemporary scenario of online/offline learning, intertwined with the current educational Brazilian situation, going beyond (post)pandemic times, as life-long learning (ALHEIT, 2018ALHEIT, P. The Concept of “Biographicity” as Background Theory of Lifelong Learning? Adult Education Discourses, Zielona Góra, Polonia, v. 19, p. 9-22, 2018. Available at: Available at: http://cejsh.icm.edu.pl/cejsh/element/bwmeta1.element.desklight-7bd3d37b-f76e-495b-b98c-f3c1626a50ea . Access on: Sept. 28, 2020.
http://cejsh.icm.edu.pl/cejsh/element/bw...
). The second moment seeks to theorize on the contributions of Freire (2005FREIRE, P. Pedagogia da tolerância. São Paulo: Editora da UNESP, 2005. ), Levinas (1991LEVINAS, E. Whole otherwise. In: BERNASCONI, R.; CRITCHLEY, S. (ed.; trans.). Re-reading Levinas. Indiana: Indiana University Press , 1991. p. 3-10., 1994LEVINAS, E. Totality and Infinity. An Essay on Exteriority. Translated by Alphonso Lingis . Pittsburgh: Duquesne University Press, 1994., 2000LEVINAS, E. Ethics and Infinity. Conversations with Philippe Nemo. Translated by Richard A. Cohen. Pittsburg: Duquesne University Press, 2000. , 2007LEVINAS, E. Entrevistas. In: POIRIÉ, F. (ed.). Emmanuel Lévinas: ensaio e entrevistas. Tradução de J. Guinsburg, Márcio Honório de Godoy e Thiago Blumenthal. São Paulo: Perspectiva , 2007. p. 51-134. , 2008LEVINAS, E. Otherwise than Being or Beyond Essence. Translated by Alphonso Lingis. Pittsburgh, Pennsylvania: Duquesne University Press, 2008. , 2014LEVINAS, E. Violência do rosto. Tradução de Fernando Soares Moreira. São Paulo: Edições Loyola Jesuítas, 2014. ) and Braidotti (2006BRAIDOTTI, R. Transpositions. On Nomadic Ethics. Cambridge: Polity Press , 2006. , 2018BRAIDOTTI, R. Affirmative Ethics, Posthuman Subjectivity, and Intimate Scholarship: A Conversation with Rosi Braidotti. In: STROM, K.; MILLS, T.; OVENS, A. (ed.). Decentering the Researcher in Intimate Scholarship. Wagon Lane, UK: Emerald Publishing, 2018. p. 179-188. DOI: https://doi.org/10.1108/S1479-368720180000031014
https://doi.org/10.1108/S1479-3687201800...
, 2019BRAIDOTTI, R. Posthuman Knowledge. Cambridge: Polity Press, 2019. Kindle version. ) with more details on the second, bearing in mind the Levinasian ethics is apparently less approached in the applied field of linguistics and also due to the scope of this article.
KEYWORDS:
language; critical education; society; teacher education