The study of the English language from the perspective of literacies: manifestations of diversity in higher education

This article aims to reflect on language teaching in academic education in the Bachelor's Degree in Computer Science at the University of Mato Grosso (Unemat), Campus Colider held in the Practice of English Language Teaching. Search illustrate the approach of the educational reality with the use of technology through the English language, where their theoretical knowledge underlie actual practices in the construction of knowledge necessary for teacher education. The methodological procedures contemplated primarily a literature search, following the presentation of teaching experience of teaching English Language in Higher Education and its reflections that comprised a search field. The practices were entered into the Continuing Extension Project of Graduates and Graduates of the Computer Science Department of the University Campus Valley of Teles Pires (Colider), located in the northern region of Mato Grosso. The interdisciplinary approach encompassing the Practice Teaching and Extension Project was to develop activities that involve observation and reflection of the school reality, aiming at the performance in context, in this case the integration of educational games in the discipline of English Instrumental. The enrolled data indicated that the theoretical and practical knowledge, in view of literacies, new literacies, multiliteracies and critical literacies, enhances the quality of education. Finally, it is possible to signal that this practice, as a curriculum component of a degree course, offered analytical reflections on the educational space, using games as a tool for meaningful learning. This highlights the importance of the relationship between theory and practice in teacher training. Thus, Teaching Practices were a space of transformative praxis that sought to promote autonomy and preparation of critical-reflective teachers who are committed to their professional development.

Homophobia and the oppressive naturalized practice: A critical discourse analysis.

This paper seeks to analyze the statements of a teacher of basic education in the city of Cocalinho-MT on homosexuality. I try to identify possible ideological traits through the theoretical framework of Critical Discourse Analysis (Fairclough, 2003a), with support from Systemic Functional Linguistics (Halliday, 1994). The analytical categories used are representational meaning, interdiscursivity and ideational metafunction. The studies of Rios (2009), Louro (2000, 2010) and Borrillo (2009) are used for the conceptualization of issues related to gender, sexuality and homophobia. The results show the presence of discourses that contribute to the strengthening of homophobia as oppressive naturalized practice, as the silencing of diversity discourse, the heteronormative and the nuclear family discourse. I make a reflection, to deconstruct these discourses that we educators can take advantage of rights and duties without hiding in a heteronormative profile for fear of suffer with the physical and psychological prejudice.