Call for Papers - Dossier "Literary and non-literary discourse and literacy in marginalized contexts: narratives, imaginary and experiences inside and outside the Amazon" (v. 18, n. 1, May/Aug. 2024)
Call for Papers: Dossier “Literary and non-literary discourse and literacy in marginalized contexts: narratives, imaginary and experiences inside and outside the Amazon” (v. 18, n. 1, May/Aug. 2024)
Organization: Prof. Dr. Gilberto A. Araújo (University of the Witwatersrand & UFPA), Prof. Dr. Edmon Neto de Oliveira (UFPA) e Profa. Dra. Eliene R. Sousa (UNITINS).
Submission deadline: May 12th, 2024
Author Guidelines: https://e-revista.unioeste.br/index.php/travessias/about/submissions
About the Dossier:
If, in literature, the canon tends to capture social prestige and advantages in the economy of attention in certain (elitist) circuits of culture (see. PASCOLATI; PLATZER, 2019), continuously pushing to the margins the literary/artistic production that does not conform to the privileged standards of a given moment/space (see. JACOMEL, 2009), in the context of literacy practices – whether formal or not –, Brazilian teaching-learning experiences and conceptions are often understood/formed from the metropolitan perspective of the country’s centers of academic power: the Southeast, the Midwest and the South (ver. ANDRE, 2006; SILVA; BORBA, 2018). Such a picture emerges not only because research institutions in language and literature are concentrated in these regions, but it is also due to the deep socioeconomic inequalities that, despite recent progress, continue to contrast the realities of literacy and literary production in the spectrum of southern and northern Brazil, urban and rural, white and afro-indigenous, vulnerable and privileged, marginalized and bourgeois.
This dynamic does not mean, however, that there are no asymmetries of power in the field of research in literature and literacy within the focal regions mentioned above, in the sense that the voices of certain research centers/departments are heard more frequently and attentively than others in the same immediate spaces of action (cf. VICTORA; MOREIRA, 2006). Accordingly, this dossier is primarily open to researchers from the Amazon, the Northeast, and other regions of the country and the world that, in contexts of marginalization, investigate literacy practices and discourses in literature, the media, and beyond. This means that this dossier builds a forum for debate on issues relevant to studies in linguistic education and discursive, literary/artistic, and non-literary/non-artistic practices from emancipatory perspectives, which are also sensitive to difference, capable of scrutinizing the power relations that sustain or particularize various types of socio-educational, cultural and political-economic asymmetry.
Under such terms, still, this dossier welcomes works that are based on several theoretical-methodological currents from Applied Linguistics, Sociolinguistics, Discourse Analysis, Media Studies, Literary Studies, Cultural Studies, and Education, among other fields related to the (multi)literacy dimension in language and literature, artistic production, the construction and functioning of the imaginary, narratives and educational practices in spaces marginalized in some way, or to some degree. Due to the breadth of the viewpoints admitted, and considering as a priority researchers from Northern-Northeastern Brazil, from our Latin American neighbors and the African continent but without rejecting studies from other parts of the country and the world – as long as they are contemplated within the scope of this proposal – the present dossier contributes to the emergence of a more accurate and engaged portrait of educational conditions, the body of literature, art and social awareness that is fostered in the most marginalized areas of this nation and beyond. It is not only a matter of making visible literary and cinematographic art (among others), their discourses, and the experiences of language teaching-learning coming from or linked to spaces often subordinated or excluded from certain circuits of (academic) culture; the present proposal is also a joint effort which, despite the fierce disputes that are being waged in the economy of scientific and editorial attention (cf. STIGGER et al., 2010), guarantees the well-deserved and necessary platform for artistic artifacts, literacy practices, and undervalued socio-imaginary constructions, in the concrete and metaphorical sense suggested by Emecheta (2021), to gain their prominent place in the sphere of production and publicization of linguistic, literary, and educational research in the national and international scene.
References
ANDRE, Marli. A jovem pesquisa educacional brasileira. Rev. Diálogo Educ., v. 06, n. 19, p. 11-24, 2006.
EMECHETA, Buchi. Second-Class Citizen. London: Penguin Classics, 2021.
JACOMEL, Mirele Carolina Werneque. Relações de poder e a literatura brasileira. Revista Grifos, v. 18, n. 26, p. 7-16, 2009.
PASCOLATI, Sonia; PLATZER, Maria Betanea. Cânone e escola: disputas de poder. Terra Roxa e Outras Terras: Revista de Estudos Literários, v. 37, p. 5-8, 2019.
SILVA, P. V. B. da; BORBA, C. dos A. de. Políticas Afirmativas na Pesquisa Educacional. Educar em Revista, v. 34, n. 69, p. 151–191, maio 2018.
STIGGER, Marco Paulo et al. Revista Movimento: analysis of the meanings and repercussions of a journal that “builds itself” in the field of Brazilian physical education. Movimento, v. 16, n. 1, p. 113-141, 2010.
VICTORA, Cesar G.; MOREIRA, Carmen B. Publicações científicas e as relações Norte-Sul: racismo editorial? Revista de Saúde Pública, v. 40, p. 36-42, 2006.
