Call for papers n. 53

jTopic: NEW PERSPECTIVES, NEW PRACTICES AND TENSIONS IN THE TEACHING OF GERMAN LANGUAGE AND LITERATURE: ON INSURGENT, DECOLONIAL, ANTIRACIST IDENTITARY CRISES AND DEMANDS

                                                                       Schedule

                                                  Submissions: until January 15th 2024

                                                    Publication: August 2024 (v. 27, n. 53)

Rajagopalan (2003) alerts us to a question rarely asked by researchers and teachers: why do students want to learn a foreign language? To which we add, from a reflective perspective: why do we learn (and want to learn) a foreign language? It has always been thought that the greatest motivation for learners is the possibility of access to a better world: "The foreign language has always represented prestige. One who masters a foreign language is admired as a cultured and distinguished person." (RAJAGOPALAN, 2003, p. 65).

It seems evident that the contact with and study of foreign languages contributes to the formation of critical subjects, as well as to the formation of a politically autonomous citizen, besides opening perspectives for an informed and qualified performance in the face of the challenges of the contemporary globalized world. According to Mecheril (2000 apud KILOMBA, 2021), the idealized concept of what a subject is incorporates three different levels: the political, the social, and the individual.

In the light of the 21st century, in the midst of a scenario of profound crises, aggravated by the pandemic of the new coronavirus (Sars-CoV-2), plenty of trends and demands echo from human diversity. It is a scenario in which minority groups, subalternized groups, groups that had previously been silenced and had remained in the shadows, seek the right to voice and representativeness. In this context, we highlight the following motivating question: which new resources, tools, practices and methodologies emerge in the current Brazilian scenario of teaching German language, culture and literature? Still proposing more questions than answers: do the current paradigms for teaching German language and literature naturalize cultural stereotypes and do they still cause fascination and alienation rather than estrangement and criticism?

In order to relate new identity voices and demands, the present issue welcomes any problematizing and propositional research. Investigations that address aspects such as critical, anti-racist and feminist teaching, oriented by decolonial, ethno-racial, and gender perspectives, are very welcome, as well as new views that approach cross-cultural or even "transcultural" tensions. As Walsh (2009) argues, this is the case of an intercultural bias that will only have meaning, impact, and value if assumed as an action and project, intervening in a still present matrix of the coloniality of power.

The manuscripts are received through the system: http://mc04.manuscriptcentral.com/pg-scielo.

 

Please note the stylesheet for authors on the journal’s website:

https://www.revistas.usp.br/pg/onlinesubmission

 

Submitted texts will be presented to the editorial board for review, but only those whose formatting corresponds to the indications of the journal will be considered. We ask for special attention to this.

 

Editors:

Prof. Érica Wels (UFRJ)

Prof. Cleydia Regina Esteves (UFRJ)

Prof. Ivanete Sampaio (UFBA)