As práticas discursivas translinguajeiras, transculturais e decoloniais e as (in)visibilidades das identidades performativas dos sujeitos na sala de aula de língua portuguesa adicional em contexto transfronteiriço

Abstract

The present article aims at reflecting about how translingual (CANAGARAJAH, 2013; GARCÍA & WEI, 2014), transcultural (GUILHERME & DIETZ, 2014; ORTÍZ, 2002) and decolonial discursive practices (MIGNOLO, 2013) are enacted in a Portuguese as an Additional Language classroom in a transborder context at the Federal University of Latin American Integration (UNILA) - located in the city of Foz do Iguaçu, Paraná, Brazil in the Triple Border with Paraguay and Argentina - and also, this paper aims at how these practices can make visible the students´ and the professor´s performative identities (PINTO, 2007) in a Portuguese as an Additional Language classroom at UNILA. These discursive practices were uttered through oral presentations produced by the students for a final paper assigned in the discipline of Portuguese as an Additional Language. The theme of these oral presentations was the Paraguay War or the Triple Alliance War occurred in South America in the nineteenth century. As a result, these activities, which were applied in a Portuguese as an Additional Language classroom at UNILA, rearranged, recombined and made visible the students´ and the professor´s performative identities through the translingual, transcultural and decolonial practices.