A translinguagem como ferramenta pedagógica: desconstruindo práticas monoglóssicas em sala de aula

Abstract

This work aims to present a proposal for a teaching unit anchored in the study of the contribution of translanguaging practices to the deconstruction of monoglossic approaches still present in bilingual education. Although official documents such as BNCC and Diretrizes Curriculares para a oferta de Educação Plurilíngue advocate for linguistic and cultural plurality, the reality of classrooms still reflect ideologies of rigid boundaries between languages. The hypothesis guiding this research is that the adoption of translanguaging practices, combined with active methodologies such as Problem-Based Learning (PBL), fosters the recognition and legitimation of students’ linguistic diversity. Methodologically, this is qualitative with a didactic intervention proposal framed as a case study, grounded in speech records of 1st-grade Elementary School students. Starting from the objective of understanding how translanguaging practices can promote more meaningful learning experiences, it is assumed that, by encouraging children to freely mobilize their linguistic repertoires, the boundaries of named languages tend to be disrupted, fostering creative, intercultural, and critical productions. In this sense, it is argued that translanguaging, when articulated with a plural and decolonial language education, constitutes a powerful pedagogical tool for holistic and civic-oriented development