The Journal of Language and Society (L&S) is a interdisciplinary, semi-annual publication that seeks to contribute to the dissemination of current and consistent research in the area of Discourse Studies by focusing on the relations between language and social, political, educational and cultural practices. The journal accepts a constant flow of the latest research articles, critical reviews, interviews and essays, written in Portuguese, English, Spanish or French, which result from consistent research. Universidade de Brasília (UnB) Programa de Pós-Graduação em Linguística (PPGL) Núcleo de Estudos de Linguagem e Sociedade - Centro de Estudos Avançados Multidisciplinares (NELiS)
Programa de Pós-Graduação em Linguística - PPGL-UnB
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Applied Linguistics in the Global South: advances and challenges
In this special issue, focusing on research developed through the lens of Epistemologies of the South (Molefi Asante, 2007; Boaventura de Sousa Santos and Meneses, 2020, Jean Comaroff and Jane Gordon, 2022; Pennycook; Makoni, 2019), researchers from Brazil and the Global South(s) submitted articles, essays, reviews and interviews based on the following axes: i) The politics of language constitution and its metalanguage in the Global South(s); ii) Publications in Applied Linguistics and Sociolinguistics from/for the Global South; iii) Language in the Global South(s) and the social inscription of difference; and iv) Learning, the everyday experience of language, critical language education and language teacher education in the Global South(s).
Copyright (c) 2025 Kleber Aparecido da Silva, Leketi Makalela https://creativecommons.org/licenses/by/4.0
In-service Teacher Training from the Chaotic Place of Not-Knowing
This article discusses the postmodern methodology of emergence presented by Professor Margaret Jean Somerville (2007; 2008), focusing on the potential uses of its premises in planning in-service teacher training for Basic Education educators. By proposing an approach that values non-linear and creative processes, the methodology of emergence advocates for the emergence and reinterpretation of knowledge through the interaction between different modes of representation and epistemological perspectives. Through intertextual bricolages, I analyze the implications of this multimodal proposal, which emphasizes the embodied process of becoming-other-for-oneself (SOMERVILLE, 2008) and advocates for a (de)colonial in-service teacher training (MIGNOLO, 2003, 2008) based on the assemblage of different forms of representing knowledge about teaching practices. In this view, knowledge is autobiographical, local, and total, embedded in a historical-social context, and, above all, seeks to become common sense (SANTOS, 2008) – intentionally embracing this chaotic place of not-knowing.
Copyright (c) 2025 Eduardo Fernando Francini https://creativecommons.org/licenses/by/4.0
Widely known for her pioneering work with decolonial approaches, researcher Catherine Walsh generously accepted our request to do this written interview, which is divided into two parts. First, we aim to delve into the philosophical foundations and motivations that have guided her illustrious career, offering our readers an in-depth look at the forces shaping her research and theoretical positions. Next, we aim to inspire the next generation of researchers from the Global South by sharing his ideas on how to navigate the complexities of interdisciplinary research, the evolution of his theoretical perspectives and his vision for the future.
Copyright (c) 2025 Catherine Walsh , Kleber Aparecido da Silva, Vinícius Santiago https://creativecommons.org/licenses/by/4.0
The purpose of this essay is to explain the importance of an individual perspective for understanding broader social phenomena such as the relationships between language, culture and power through the narration of a personal experience. Taking as a starting point an epigraph that describes “migrant situations” on journeys between Bolivia and Brazil, the essay explores different linguistic and cultural “islands” that shape identities in a context of plural living. Experiences are recovered in an autobiographical text as a means of highlighting school and social contexts, filled with life stories.
Situaciones inmigrantes; Identidades; Memorias.
Copyright (c) 2025 Suzana Vinicia Mancilla Barreda https://creativecommons.org/licenses/by/4.0
Racioliteracy practices in the school experience of Haitian children in Brazilian basic education
The colonial modern world-system produces social hierarchies that shape the valuation of bodies, languages, cultures, and knowledge (Quijano, 2009). These hierarchies structure modern social relations and are reproduced within institutions—including schools, where coloniality proliferates through raciolinguistic ideologies (Flores & Rosa, 2015; Rosa, 2019). In this work, I center the debate on language ideologies, racialization, and literacy by analyzing a teacher’s accounts and the experiences shared with two Haitian children in a migrant school reception context. Grounded in a critical and emancipatory perspective of Applied Linguistics (Fabrício, 2006; Moita Lopes, 2006; Santos, Jung, & Silva, 2019), I aim to interrogate how pedagogical approaches may be informed by raciolinguistic ideologies in migrant education, resulting in literacy practices shaped by racialized dimensions of reading and writing—defined here as racioletramento (Rodrigues, 2023). Further, drawing on principles of interculturality (Maher, 2007) and Ubuntu translanguaging (Makalela & Silva, 2023), I propose pathways for fostering intercultural racioletramento practices. These would affirm Haitian children’s repertoires, validate translanguaging, and construct less hierarchical relations within Brazilian basic education
Copyright (c) 2025 Caroline Vieira Rodrigues https://creativecommons.org/licenses/by/4.0
(Geo)politics of knowledge, racism, privilege and epistemic justice in Applied Linguistics in Brazil
In this essay, I critically analyze the (geo)politics of knowledge in Brazilian Applied Linguistics, highlighting the effects of racism on academic policies in the field. Based on critical theories of the Global South (Pennycook; Makoni, 2019), with an emphasis on the production of Latin and Afro-indigenous Brazilian intellectuals, I use concepts such as the raciality device (Carneiro, 2023), epistemic racism and epistemic justice (Orocó, 2021) and the counter-colonial critique of the institutionalization of knowledge (Santos, 2023). Thus, I invest in the interpretative exploration of some current knowledge policies in the field, based on the observation of inclusion/exclusion policies in the linguistic, editorial and institutional domains and the racial, regional and class landscapes that result from them. The final proposition of the text calls for a break with colonial rationality that goes beyond the agendas of research topics, defending an academic ethic inspired by the epistemology of Xangô, with the aim of confronting the epistemic injustices present.
Copyright (c) 2025 Danillo da Conceição Pereira Silva https://creativecommons.org/licenses/by/4.0
Foreign language teaching and LGBTQIA+ identities
There is a growing interest in research that discusses the teaching of foreign languages from a critical conception of teaching, enabling language classes to be spaces for the critical formation of subjects, questioning unequal power relations and social injustices, including, for example, combating prejudice against LGBTQIA+ people. With this scenario in mind, this article presents a literature review of the main studies that discuss the relation between foreign language teaching and LGBTQIA+ identities. The article is divided in two parts: the first part presents the main topics and concepts for research on the area of language teaching and sexuality, whilst the second part highlights the main challenges and concepts of research in this area that aims to have a Southern perspective.
Copyright (c) 2025 Danilo da Silva Solera https://creativecommons.org/licenses/by/4.0
Evangelicals and the Far-right in Brazil
The study aims to investigate the articulation between far-right populist discourse and evangelical-based religious fundamentalism in Brazil through the textual analysis of a discursive scenography by Jair Bolsonaro in a speech addressed to evangelicals. Drawing on the theory of far-right populist discourse (Charaudeau, 2016) and adopting an interpretivist approach, the study examines how language contributes to the construction of imaginaries that foster cooperation between these discourses. The findings reveal prominence of three core imaginaries: the “victimization” imaginary, which reinforces a threatened group identity; the “satanization” of the culprits, which designates enemies to be fought; and the “providential savior,” which attributes to Bolsonaro the mission of national redemption. The analysis shows that these imaginaries are amplified by the context of religious transition alongside the exponential growth of the evangelical population.
Copyright (c) 2025 Júlio Araújo, Wesley Vieira https://creativecommons.org/licenses/by/4.0
A Discursive ecology in south-south immigration
This study seeks to look at the role and profile of Brazilian immigration control regarding securitization, knowledge regimes, criminalization, immigrant inclusion, dislocation and (im)mobility through institutional documents. Human mobility is not exempt from evaluative procedures in which there is careful focus on the institutional legitimation of values and truths (topoi) vis à vis the Brazilian nation-state’s discursive ecology of territorialization. Space is scaled within a language-ideology framework. In this sense, mobility is a trajectory through hierarchically stratified and controlled spaces. Discursive territory demands careful thought given that constructing institutional immigration and regulatory systems is not tied down to humanitarian issues but to mobility regimes in which urban life becomes a process of displacement and (non-)structured or (non-) scaled emplacement as the nation’s borders have to be critically rethought vis à vis status-making labels for immigrants and refugees.
Copyright (c) 2025 Rachael Anneliese Radhay https://creativecommons.org/licenses/by/4.0
Critical-Affective Curation in French RAPLE
This article investigates the curation of teaching materials and the critical-affective involvement of French teachers and undergraduates participating in an extension project at UNESP, Araraquara-SP campus. Based on Freirian pedagogy ([1968], 2019), Postmethod (Kumaravadivelu, 1994; 2003; 2006) and critical-affective literacy (Kawachi; Rocha; Maciel, 2022), the study aims to analyze how the curation of materials, within the scope of that extension action, transforms teacher training, integrating criticality and affect in their practices and reflections. Methodologically, it adopts duoethnography (Norris; Sawyer; Lund, 2012; Morgan; Rocha; Maciel, 2021) to juxtapose the voices of the authors, with dialogues that problematize the process of selecting and creating educational resources for language education in French, from a suleada perspective. The results show that the choices and knowledge of the South involved in the experiences narrated are powerful to produce situated knowledge that can transform the training of French language teachers in the interior of São Paulo.
Copyright (c) 2025 Marcella dos Santos Abreu, LAÍS Crepaldi Henriques https://creativecommons.org/licenses/by/4.0
The Portuguese colonial legacy and its linguistic impacts in Mozambique and Brazil
This article analyzes the historical impact of the colonial legacy on language policies and linguistic practices in Mozambique and Brazil, with emphasis on the dynamics of erasure and epistemic resistance in postcolonial contexts. From a decolonial perspective, we critique these power structures that establish linguistic regimes and marginalize African and Indigenous languages in both countries. In Mozambique, the use of Portuguese as the official language has been consolidated as a symbol of national unity, when in fact it operates as a tool of exclusion for Bantu languages. In Brazil, the historical oppression of Indigenous and African languages, dating back to enslavement and the process of acculturation, reflects a persistent epistemicide, in which knowledge systems and cultures have been systematically subordinated and devalued. We conclude that it is urgent to rethink language policies in both countries, recognizing linguistic diversity as a central element in the construction of societies where historically marginalized voices continue to resist.
Copyright (c) 2025 Camila Cristina de Oliveira Alves, Rajabo Alfredo Mugabo Abdula https://creativecommons.org/licenses/by/4.0
For a sunnier place for educational action research in the scientific practice of decolonial Applied Linguistics
This text defends educational action research as a privileged method of dialogue with data generation and analysis by adopting decolonial presuppositions in Applied Linguistics (AL), understood as an area concerned with transversal themes in which language is central. By using the adjective 'educational' for action research, we locate its specificities and re-read data from Andrade's doctoral thesis (2024) in order to make visible the ideological link between the methodological approach, the research problem and doing LA research in, of and for the school. The analysis shows that educational action research contributes to and privileges (ever more) decolonial research because: i) it promotes reflective reflection, as it allows the social and ideological commitment of the teacher-researcher to emerge; ii) it transposes local discussions as translocal agendas; and iii) it contributes to the emancipation of the research participants by allowing them to perceive other angles of previously invisible dynamics.
Copyright (c) 2025 Francisco Rogiellyson da Silva Andrade, Fernanda de Castro Modl https://creativecommons.org/licenses/by/4.0
Critical language education through southern-centered practices in English teaching with children
In light of the critical language education (Tilio & Rocha, 2024), of the decoloniality (Maldonado-Torres, 2018; Walsh, Oliveira & Candau, 2018), of the “sulear” (Silva Júnior, 2022) and of an adaptation of the concept of “gaps” (Duboc, 2014), this article analyzes an excerpt from a didactic unit of the Rioeduca English Language Material for 2023, targeting 5th grade classes in Elementary School, utilized in the public schools from the Municipal Education Secretariat of the city of Rio de Janeiro. Although the analysis of the material highlights a valorization of the Epistemic South, the Global North perspective appears in some references related to the city of Rio de Janeiro. Considering this scenario, we aim to incorporate a Southern-oriented approach to the English language teaching through proposed activities developed with 5th graders in order to problematize the ideological perspective that guides the material under consideration
Copyright (c) 2025 Patricia Helena da Silva Costa, Lucia Rosado Barcia https://creativecommons.org/licenses/by/4.0
Decolonizing English Language Teaching with Literature in a course at a federal university in Bahia
Over my teaching experiences, I have emphasized the need to incorporate English language education (Decolonialidade e[m] Linguística Aplicada, 2022; Pessoa et al., 2020) in my classes from a decolonial perspective. Moving toward a proposal in line with decolonial pedagogies (Walsh, 2018; Oliveira, 2028; Pessoa et al., 2020; Author, 2024), I taught a group of English learners in a course at the Federal University of xxx and decided to put these theories into practice, using, among other material, literary texts. I provided students with not only opportunities to study a language from a non-hegemonic light, but also to expand their critical thinking about social, racial, and gender matters in the Global South. In this paper, I analyze, autoethnographically (Ifa; Moura, 2019; Author, 2020), classes and experiences in this course.
Copyright (c) 2025 Fernanda Mota-Pereira https://creativecommons.org/licenses/by/4.0
Libras and Digital Inclusion for Deaf People
In this article, we investigate the relationship between Brazilian Sign Language (Libras), digital technology, and the inclusion of Deaf people in the context of the Global South. Using an interdisciplinary approach, we analyze the impact of technological and linguistic practices on promoting accessibility in digital platforms and educational environments. We present a critical review of digital inclusion practices, emphasizing assistive technologies and digital resources as tools for equity. We explore the use of Libras in virtual environments, assessing its effectiveness in Deaf communication and learning. The analysis addresses public policies and educational practices aimed at inclusion, highlighting challenges and opportunities in accessing online content and services. We question the universality of technological solutions, reflecting on power inequalities and dominant epistemologies embedded in their design. We conclude by proposing more inclusive and culturally sensitive digital and educational practices that consider linguistic diversity and promote social justice within the field of Digital Humanities.
Copyright (c) 2025 Gláucio Castro Júnior , Gildete da S. Amorim Mendes Francisco, Daniela Prometi, Neemias Gomes Santana https://creativecommons.org/licenses/by/4.0
This article investigates the visual strategies employed by Palestinian citizens amid the ongoing Israeli-Palestinian conflict, focusing on how Instagram is used to challenge hegemonic media narratives that predominantly highlight violent hostage liberation scenes. As modern and humanist epistemologies increasingly reimagine Gaza/conflict zone as a commodified real estate venture and resort, this study examines how visual language becomes a tool for resisting colonization and oppression. Drawing on Southern epistemologies (Sousa Santos, 2018), the analysis highlights locally rooted visual semiotics that convey the lived experiences of Gazans. Through visual digital ethnography and visual literacy (Mizan; Ferraz, 2021), the study reveals how these audiovisual materials foster a decolonial perspective, subverting Western media representations and amplifying the voices of marginalized communities. This research ultimately contributes to the Southernization of Applied Linguistics by foregrounding alternative visual discourses that challenge colonial and capitalist commodification of the region and reassert local narratives of resistance.
Copyright (c) 2025 Souzana Mizan, Daniel Ferraz https://creativecommons.org/licenses/by/4.0
Linguistic education in the (Southern) Global South
In this work, I present the praxeological path of an Indigenous teacher training experience within the Intercultural Education program at UFG, in the field of intercultural linguistic education. I aim to demonstrate, through this experience, how Indigenous educators appropriate not only communicative practices in Portuguese language but also establish insurgent metadiscursive regimes in the process, which subvert structures produced by colonialism by indexicalizing the Portuguese language as a weapon for the defense of rights. Within this framework, I argue that such experiences and reflections can contribute to Southern perspectives in Applied Linguistics by placing the lived experiences and struggles of Indigenous peoples at the core of its theories and practices.
Copyright (c) 2025 André Marques do Nascimento https://creativecommons.org/licenses/by/4.0
Gender stereotypes and critical language education
This article analyzes a critical language education proposal by examining the relationship between gender stereotypes in the context of the Global South(s) and their articulation with (de)colonialities in lesson plans developed by participants of an English teacher training course in Northeast Brazil, focused on the use of augmented reality. The proposal integrated the teaching of the Simple Present tense with discussions on gender inequality, connecting the grammatical topic conventionally addressed in textbooks to students’ everyday social practices. From the perspective of critical language education, it is essential to rethink the roles of languages in different contexts, reassessing epistemological repertoires and pedagogical practices that promote transdisciplinarity and the production of critical knowledge. The results demonstrate how the integration of social issues into language teaching fosters critical reflection and strengthens student engagement, contributing to the consolidation of a critical language education.
Copyright (c) 2025 Anthony Sátiro de Araújo, Inês Cortes da Silva, Rafaela Virginia Correia da Silva Costa, Paulo Boa Sorte https://creativecommons.org/licenses/by/4.0
In a context of socio-environmental crises, it is urgent to rethink the relationships between humanity and the Earth. Aílton Krenak (2022) proposes the concept of Futuro Ancestral /fuˈtuɾu/ /ɐ̃sesˈtɾaw/ (Ancestral Future), which values the knowledge, languages, and traditions of Indigenous peoples in opposition to the hegemonic scientific-capitalist logic. This paper aims to critically analyse this concept and its network of meanings, based on the categories of thematic and explicit intertextuality (Dias, 2017; Koch et al., 2008) and discursive strategies of metalinguistics (Leite, 2006), emphasising the need to question, resist, and deconstruct hegemonic discourses. Finally, we highlight Afro-Indigenous resistance, seeking to incorporate metalinguistics and its meanings into the practices of Southern Global Applied Linguistics.
Copyright (c) 2025 Prof., Prof. , Profa., Vera Lúcia Cristóvão https://creativecommons.org/licenses/by/4.0
Learning English in the Amazon region of Brazil
In this paper, I problematize the corpovivências of four Youth and Adult Education (YAE) students in the context of our 2023 English classes at a Federal Institute in Western Pará, Brazil. This qualitative study is informed by the principles of critical (language) education research. The empirical material analyzed was generated during a series of English classes with two distinct cohorts enrolled in a technical course in Information Technology, which is integrated into the high school curriculum. The classes took place on October 10 and 17 and were framed by students’ engagement with the animated film Mary and Max (2009), which served as a catalyst for discussions on identity, belonging, and social/racial inequalities. As a result, the study helped students recognize that English can serve as a means to critically make sense of both themselves and their town, Óbidos-PA, thus highlighting the importance of an embodied approach to language education.
Copyright (c) 2025 Ricardo Almeida https://creativecommons.org/licenses/by/4.0
SILVA, Kleber.; PEREIRA, Lauro. Decolonizing the Internationalization of Higher Education in the Global South: Applying Principles of Critical Applied Linguistics. London: Routledge, 2023.
Esta é uma resenha sobre o volume especial do volume especial "Decolonizing the internationalization of higher education in the Global South: applying principles of critical applied linguistics to processes of internationalization", SILVA, K. A.; PEREIRA, L. S. M., London: Routledge, 2023, 286p. ISBN 9781032513447.
Copyright (c) 2025 Mércia Flannery https://creativecommons.org/licenses/by/4.0
FAUSTINO, Deivison; LIPPOLD, Walter. Colonialismo digital: por uma crítica hacker-fanoniana. São Paulo: Boitempo, 2023
This review presents a critical analysis of the book Digital Colonialism: Toward a Hacker-Fanonian Critique by Deivison Faustino and Walter Lippold, which examines how artificial intelligence and data extraction reproduce colonial dynamics, reinforcing structural inequalities. Grounded in the thought of Frantz Fanon, the authors discuss algorithmic racism, digital necropolitics, and the transformation of individuals into mere objects of value extraction within surveillance capitalism. The book is structured into three parts: (i) a critique of the myth of algorithmic neutrality and the role of big tech companies in digital colonialism; (ii) the relationship between primitive data accumulation, psychopolitics, and the algorithmic control of racialized populations; and (iii) possibilities for resistance and the decolonization of technological infrastructures, with a focus on hacktivism as an insurgent strategy. The review highlights the book’s relevance to critical technology studies and Southern applied linguistics, underscoring its contribution to debates on digital sovereignty and anti-colonial epistemologies within the field of digital humanities.
Copyright (c) 2025 Júlio Araújo https://creativecommons.org/licenses/by/4.0
Copyright (c) 2024 Maria Carmen Gomes, Viviane Cristina Vieira https://creativecommons.org/licenses/by/4.0
Convergences and divergences in Critical Discourse Analysis
This essay presents a comparative analysis of the main approaches to Critical Discourse Analysis (CDA) proposed by Fairclough (1989, 2001, 2003, 2010, 2012), Wodak (2001, 2015, 2021), and van Dijk (1999, 2001, 2009, 2016). Convergences and divergences between their theoretical perspectives are discussed, including the role of discourse in maintaining and transforming unequal power relations. Additionally, recent contributions are addressed, such as the argumentative dimension by Fairclough and Fairclough (2012), the historical dimension discussed by van Dijk (2021), and the "shameless normalization" analyzed by Wodak (2022a). The essay concludes that these approaches can be used individually or complementarily, depending on the complexity of the issue analyzed, especially in contexts of political crises and digital transformations.
Copyright (c) 2024 Alcilene Aguiar Pimenta, Izabel Magalhães https://creativecommons.org/licenses/by/4.0
Professor Len Unsworth is the Research Director of Educational Semiotics in English and Literacy Pedagogy in the Institute for Learning Sciences and Teacher Education (ILSTE) at the Australian Catholic University (ACU) in Sydney. Len has been involved in educational research for over 30 years, including nine recent Australian Research Council funded projects. His key research interests include: literacy and learning in school curriculum areas; literature for children and adolescents; literacy development in the English curriculum K-12; and the pedagogic role of explicit knowledge about language and the meaning-making resources of images and image-language interaction in both paper and digital media texts, including animation and film. Prior to commencing at ACU in 2014, Len was Professor in Education at Griffith University, following earlier roles as Head of the School of Education at the University of New England and Head of the School of Development and Learning in the Faculty of Education at the University of Sydney.
Copyright (c) 2024 Marisa Mendonca Carneiro https://creativecommons.org/licenses/by/4.0
With a view to answering the question “What are the effective differences and similarities between materialist discourse analysis and enunciative discourse analysis?”, through the census of the main elements of both materialist discourse analysis and enunciative discourse analysis, The intention is to present a framework according to which it will be possible to highlight not only the epistemological matrices contained in each of the two theories of discourse, but, above all, what affinities and discriminations exist between such interpretative projects of discourse. For this purpose, further on, some sections are arranged in the following order; The analysis of materialist discourse; Enunciative discourse analysis: a scenario; and Consensual approximations and distinctions. As a result, at least two major distinctions were reached, regarding the subject and the methodological approach, since this is relatively fixed, as it follows the scenes of enunciation, in the analysis of enunciative discourse
Copyright (c) 2024 Thiago Barbosa Soares https://creativecommons.org/licenses/by/4.0
MAGALHÃES, Izabel; SILVA, Kênia L da. (2022) Language, Literacy, and Health
Investigar e discutir as relações sociais no âmbito de um serviço público exige um trabalho etnográfico árduo e compromissado teórico e metodologicamente para a elaboração de quadros conceituais que permitam visualizar esse contexto. É nessa perspectiva que, na obra “Language, Literacy, and Health: discourse in Brazil's National Health System”, as autoras Izabel Magalhães, Kênia Lara da Silva, Julia Argenta e Rebeca Pereira investigam o contexto de atendimento do Sistema Único de Saúde-SUS. Assim, propõem a linguagem, o letramento e a saúde como práticas sociais do SUS, abordando, os textos e os discursos que circulam nesses ambientes como elementos semântico-semióticos. O foco dos projetos de pesquisa desenvolvidos nessa obra foi o programa Estratégia de Saúde da Família-ESF. Utilizando pesquisas realizadas em duas regiões brasileiras, Nordeste e Sudeste, as autoras discutem como a linguagem e o letramento, como práticas situadas, ajudam a compreender as relações, as ações e as identidades construídas nas interações entre profissionais do SUS e os seus usuários.
Copyright (c) 2024 João Marcos Messais Miranda https://creativecommons.org/licenses/by/4.0
STREET ART, POETICS OF MOURNING AND POLITICAL MEMORY IN A SEMIOTIC LANDSCAPE IN SÃO PAULO, BRAZIL
This study reflects on producing an artistic-activist intervention on a public staircase in São Paulo, Brazil, dedicated to honoring Marielle Franco.The action on the public space is meant to assemble an urban semiotic landscape linking social movements advocating for the crime to be solved and denouncing the policies of death directed against peripheral populations. Methodologically, the research undertook an empirical approach, encompassing site visits to the staircase and the compilation of an archival corpus. Theoretically, the text builds a framework of discussions, exploring the concepts of landscape (Jaworski; Thurlow, 2010; Zukin, 1991), monument (García Canclini, 1995), montage (Pignatari,1981) and heterotopia (Foucault, 1986). The ensuing analysis delves into the following aspects: a) monument as heterotopia and its indexicality of place; b) the pragmatic and visual-spatial montage; c) inscriptions and the confluence of times; d) signs of mourning and political struggle on the monument and in the performance of activists.
Copyright (c) 2024 Cadernos de Linguagem e Sociedade do Programa de Pós-Graduação em Linguística da UnB é licenciado sob uma Licença Creative Commons Atribuição-Uso não-comercial-Vedada a criação de obras derivadas 3.0 Unported. https://creativecommons.org/licenses/by-nc-nd/4.0
GRIFFITHS, James. Speak Not: Empire, Identity and the Politics of Language. London: Zed Books, 2021. 251 pp. ISBN 978-1-78699-966-5
The protests for the impeachment of Dilma Rousseff and the echoes of the Military Dictatorship
This article aims to conduct an analysis, based on the historical approach of Critical Discourse Analysis, of some linguistic acts present in the demonstrations supporting the impeachment process of Dilma Rousseff, which took place in 2015 and 2016. To delimit the corpus, textual genres were considered that, in addition to demanding the removal of the elected president, called for a process of military intervention in Brazil, recalling the memory of the military dictatorship period. In light of the interpretation of these discourses, as well as the historical assumptions that enable their realization, it is considered that certain factions of the Brazilian right-wing use misleading narratives about the Brazilian dictatorial period, along with remnants of anti-communist discourse, to build a movement that threatens the Brazilian democratic state.