Desafios e perspectivas epistemológicas para o ensino de línguas na pós-modernidade à luz da Linguística Aplicada Crítica e do Pós-Método

Abstract

This paper presents the main challenges and epistemological perspectives related to the teaching and learning of languages, at the time called postmodernity. It is supported by principles Postmethod and Critical Applied Linguistics. The methodology is of a bibliographic and qualitative nature, using the Content Analysis method. The results show, among the main challenges, the adoption of a disruptive epistemological, methodological and decolonial attitude, the understanding of the classroom as a productive space for identity constructions, for questioning cultural traditions and fostering translingual practices, the use of postmethod as a questioning movement of methodologies, approaches and curricula and the displacement of borders, under the support of critical,  border, translanguaging, dialogic, decolonial and multiliteracy epistemological perspectives.