A revista eletrônica PERcursos Linguísticos é uma publicação de acesso aberto do Programa de Pós-Graduação em Linguística da Universidade Federal do Espírito Santo (UFES) e tem como objetivo divulgar resultados de pesquisas desenvolvidas por pesquisadores, brasileiros e estrangeiros, que se dedicam aos estudos linguísticos em diferentes níveis, sejam eles doutores, pós-graduandos, graduados ou alunos de Iniciação Científica. Atualmente a revista está avaliada no Qualis Capes como B3. ISSN: 2236-2592 A revista está indexada em: LATINDEX, Diadorim, JOURNALSEEKER, SUMÁRIOS.ORG, Journals4free, SHERPA/RoMEO, Google Scholar/Metrics, WorldCat.org,EZB-Elektronische Zeitschriftenbibliothek, ERIHplus, CIRC, CCG / IBT - UNAM, Vérsila-Biblioteca Digital, REDIB , ZDB , JURN, DOAJ , Periódicos.Capes, The Linguist List, BASE, I2OR, Europub , MLA - Modern Language Association , Scilit , ROAD
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É com grande satisfação que apresentamos mais um volume da Revista PERcursos Linguísticos, reafirmando nosso compromisso inabalável com a promoção de produção acadêmica de excelência na área dos Estudos da Linguagem. Estamos convictos de que os trabalhos agora publicados desempenham um papel crucial ao instigar reflexões, promover discussões e oferecer soluções para uma variedade de questões linguísticas. Esperamos que nossos leitores tirem proveito deste novo volume. Expressamos nossa gratidão aos dedicados pesquisadores que submeteram seus trabalhos para avaliação cega por parte de seus pares, possibilitando sua divulgação por meio da Revista PERcursos Linguísticos. Essa colaboração fortalece ainda mais a produção de conhecimento científico sério e comprometido. Além disso e não menos importante, temos de agradecer ao nosso competente conselho editorial, composto por doutores de diversos centros de pesquisa do Brasil e do mundo. Seu comprometimento com as ciências e a generosidade em avaliar voluntariamente os trabalhos enviados, produzindo pareceres consistentes, são fundamentais para o sucesso continuado desta publicação.
CONECTORES “COM ISSO” E “COM ISTO” EM PERSPECTIVA PANCRÔNICA
Este artigo objetiva investigar se os usos conectores de “com isso” e “com isto” na sincronia atual espelham o percurso de mudança que tem sido atestado por meio de pesquisa em andamento sob viés pancrônico. Para tanto, recorremos ao modelo de construcionalidade, postulado por Rosário e Lopes (2019, 2023). Segundo a perspectiva dos autores, é possível antever passos pretéritos de mudança linguística por meio da sincronia. O trabalho fundamenta-se nos pressupostos teóricos da Linguística Funcional Centrada no Uso (ROSÁRIO e OLIVEIRA, 2016; TRAUGOTT e TROUSDALE, 2021 [2013] entre outros). A trajetória de mudança na diacronia pauta-se na taxonomia contextual proposta por Diewald (2006). O Corpus do Português, aba Now, constitui fonte de coleta dos dados da atual sincronia. Os dados diacrônicos são extraídos dos corpora Vercial e Tycho Brahe, acessados pelo site Linguateca.com. A análise das ocorrências é feita sob uma abordagem quali-quantitativa (LACERDA, 2016; LOPES, 2022). Ao que tudo indica e conforme tem sido atestado no estudo pancrônico em andamento, a mudança de “com isso” e “com isto” é favorecida por um rearranjo sintático a partir da função adverbial. O deslocamento para a margem esquerda possibilita menor vinculação com o elemento subordinador (verbo) e a manifestação de novos sentidos.
CLASSIFICATION TREE FOR THE STUDY OF CORRELATION BETWEEN VARIABLES IN LINGUISTIC USAGE DATA: CONSTRIBUTIONS OF ORANGE DATA MINING SOFTWARE
There is a basic prerogative from both the Sociolinguistic and Functionalist perspectives that phenomena undergoing variation and change do not occur randomly, but rather are motivated or conditioned by factors of a social, structural or cognitive nature. In this paper, we aim to show the potential contributions of the classification tree widget, available in the Orange Data Mining Software. The tool serves as a predictive method and, to this end, uses logistic regression calculations for the hierarchical description of how predictor variables potentially condition outcome variables. This statistical resource – also known by the term conditional inference regression tree (cf. Hothorn; Hornik; Zeileis, 2006; Speybroeck, 2012) – presents a user-friendly interface in Orange Data Mining, compared to the R language. As an illustration of the contribution of this tool to research in language usage, we describe the impact of three predictor variables on the instatiation of two linguistic constructions, both formed by the same sequence of elements – preposition sem + verb dicenci –, namely: the hypotactic adverbial negative modal or conditional clause (e.g.: ele saiu sem falar com ninguém); the discourse structuring marker of addition (e.g.: ele faltou hoje. Sem falar que, quando vem, sempre chega atrasado).
Classification tree. Predictor and outcome variables. Language Usage.
LINGUISTIC VARIATION AND ITS CULTURAL REPRESENTATION IN THE TEXTBOOK “BRASIL INTERCULTURAL”
Abstract: This article aims to investigate how the concepts of language and culture are represented in the textbook Brasil Intercultural - Língua e Cultura Brasileira para Estrangeiros (Intercultural Brazil - Brazilian Language and Culture for Foreigners). The analysis focuses on the appropriateness of discourse, linguistic variation, and cultural representation, particularly regarding the anaphoric resumption of the third-person direct object. Methodologically, the study adopts a qualitative-interpretative approach, based on document analysis. The textbook is examined through the lens of Educational Sociolinguistics and compared with Gramática Brasileira para Falantes de Espanhol (CARVALHO, BAGNO, 2015). The findings indicate that the textbook does not address the potential intercultural nuances in the use of the third-person direct object, limiting its treatment to grammatical exercises and under-representing linguistic variations and discursive contexts. This study seeks to emphasize to teachers of Portuguese as a Foreign Language the importance of acting as intercultural agents, transcending the textbook contents through their training and teaching practices.
ALTERIDADE E NOÇÕES DE FEMINILIDADE NOS SERVIÇOS DE STREAMING
This article aims to investigate the construction of the notion of femininity of the character Jules from the series Euphoria, based on Bakhtin's (2011) postulates about alterity. We start from the representation of LGBTQIAPN+ subjects presents in media services and how they construct and perceive their own bodies in the development of their narratives. We will carry out a qualitative and interpretative research approach, having as a method of analysis the methodological contributions of the verbivocovisuality (Paula and Luciano, 2020), applied to the episodes: Shook One, Pt. II and Fuck Anyone Who's Not a Sea Blob – Part 2: Jules. We realize that Jules, initially, links her femininity to the desires of the people she lives with and it is only through her personal maturity that she begins to build her femininity based on her own tastes, without overlooking the interference of others in this process of construction.
SEMIOTIZAÇÃO, VISADA ARGUMENTATIVA E EFEITOS DE MANIPULAÇÃO NO DISCURSO PUBLICITÁRIO
o artigo discute o fenômeno da manipulação em perspectiva discursiva, a partir do pressuposto de que o contrato de comunicação publicitário regula o emprego de estratégias argumentativas que rompem o limite da visada de influência, resultando em efeitos de manipulação. Em tempos de pós-verdade, o tema se apresenta relevantemente, tendo em vista a expansão, durante e após a pandemia de Covid-19, das interações sociais por meio de mídias digitais. Após breve exposição de princípios e conceitos teóricos, com ênfase na teoria semiolinguística (Charaudeau, 1992, 2008), a análise de dois discursos publicitários deve ilustrar uma perspectiva de como os interlocutores do mundo atual podem estar ainda mais suscetíveis à manipulação, sobretudo quando se trata da argumentação que busca tocar afetivamente o público-alvo.
DIVERSIDADE LINGUÍSTICA E DIVERSIDADE CULTURAL E SUAS IMPLICAÇÕES NO DESENHO CURRICULAR EM ANGOLA
A diversidade linguística em Angola é acompanhada por uma diversidade cultural, considerando que a língua reflecte os costumes e tradições dos seus falantes. Se, por um lado, esta heterogeneidade pode ser um factor dinamizador, por outro pode constituir problema, especialmente no domínio do ensino-aprendizagem, dada a tendência para a padronização de programas escolares, sem consideração das desigualdades linguísticas associadas às diferenças socioculturais das várias comunidades de falantes. A prova disso são as várias lacunas em termos de habilidades comunicativas com que nos confrontamos diariamente na actividade docente, o que nos leva a procurar maximizar as oportunidades de aprendizagem dos estudantes através do desenvolvimento de diferentes estratégias de ensino que tenham em conta as diferenças culturais, usando como base os pressupostos teóricos de Banks (2014, 2016). Este artigo pretende reflectir sobre a cultura como mediadora na planificação curricular, dado o seu papel na produção de conhecimento. Procurando responder à questão “Em que medida a intersecção entre cultura, identidade e currículo pode servir como factor potenciador para o desenvolvimento curricular no contexto angolano?”, pretendemos, através de pesquisa bibliográfica, demonstrar como aqueles elementos podem servir de pano de fundo para um desenho curricular que responda às expectativas da sociedade.
LINGUISTIC EDUCATION AND DECOLONIALITY: EXPLORING CRITICAL LITERACIES THROUGH THE BOOK QUARTO DE DESPEJO BY CAROLINA MARIA DE JESUS
This article investigates the intersections between linguistic education and decoloniality, based on Quarto de Despejo by Carolina Maria de Jesus. Grounded in critical literacy theories (Jordão, 2012; Freire, 1980) and decolonial pedagogy (Quijano, 2009; Dussel, 1993), the study argues that literature can serve as an essential tool for reflecting on structural inequalities and valuing marginalized narratives. Through a pedagogical project conducted with high school students, connections were explored between the experiences portrayed by Carolina and local realities, proposing educational practices that foster (linguistic) critical emancipation and social awareness. Furthermore, the analysis engages with ethnographic perspectives (Clifford & Marcus, 1986) and the redefinition of plural knowledge systems (Duboc & Gattolin, 2015). The article highlights the importance of educational practices that transcend modern paradigms and integrate diverse epistemologies, promoting resistance to inequalities and social transformation.
ESTRATÉGIAS DE ENSINO NO LETRAMENTO DE ALUNOS DE TERCEIRA IDADE NA AULA DE LÍNGUA PORTUGUESA
The main objective of this article is to discuss how the Portuguese language teacher can improve his didactic strategies in the literacy of students belonging to the elderly who seek to learn to read in that language. In this article, we seek to intersect theoretical aspects of Applied Linguistics, such as teaching the mother tongue and the transdisciplinarity of this area of ​​knowledge, interconnecting them with Literacy Studies in a sociocultural perspective with regard to the literacy and schooling of the elderly. The methodology of this research report is a qualitative bibliographic with regard to data analysis, collected through investigations in materials already published, in particular, scientific articles, dissertations and theses, in addition to others that served as the basis for the discussions.
ANALYSIS OF THE MICROTOPONYMY OF THE MUNICIPALITY OF RIACHÃO – MARANHÃO, BRAZIL Autor 1
This work is part of the activities of the Language, Culture, History and Power – LINCHI study group, responsible for the project Toponymic Atlas of the State of Maranhão: Analysis of Macro and Microtoponymy, developed at the State University of Maranhão, Brazil. The study presents names of small human settlements and physical features present in the city of Riachão, Maranhão, Brazil, a municipality in which there are large numbers of waterfalls and rich aquifers, located in the center of the tourist center called “Caminho das Águas”, in the Chapada das Mesas region. This potential instigates the investigation of the names of these places, with the classification and analysis of the characteristic hydronyms, oronyms and microtoponyms, based on the onomastic-toponymic theory with the methodological postulates of Dick (1990, 1992) and Isquerdo (2012), in which a taxonomic classification is carried out in a qualitative and quantitative approach. The objective is to present the contributions raised for the preparation of the aforementioned atlas, specifically selecting the names, identifying the motivations for the names and classifying them according to the taxonomies, subdividing them into two classification groups: taxonomies of a physical nature (names related to the natural environment) and of an anthropocultural nature (related to human activities). Through documentary research in the official database of the Brazilian Institute of Geography and Statistics (IBGE).
Toponymy. Microtoponyms. South of Maranhão.
O GERENCIAMENTO DA ESCUTA DE ORIENTAÇÕES EM UMA COMPETIÇÃO DE BODYBOARD E EM UMA AULA DO ENSINO FUNDAMENTAL
Em uma interação, de uma maneira geral, os interagentes organizam suas tomadas de turno para empreenderem novas ações com base na demonstração de que compreenderam a ação previamente empreendida junto a uma orientação para agir em resposta a essa ação anterior. Para tanto, é preciso que os interagentes demonstrem que escutaram o que foi dito anteriormente, ao mesmo tempo em que igualmente demonstrem que compreenderam a ação implementada antes. Fundamentado nos princípios da Análise da Conversa de base etnometodológica e a partir da análise de dois cenários marcadamente distintos, este artigo tem como objetivo principal a descrição e análise de uma interação ocorrida em um campeonato de bodyboard, representativa quando comparada a uma interação que se desenrola em uma aula do 1º ano do ensino fundamental. No primeiro cenário, o fato de os interagentes estarem a uma longa distância entre si faz com que a demonstração de escuta se desenvolva de uma maneira bem marcada, se configurando como um episódio em que a tentativa reiterada de fornecer informação demonstradamente necessária à competidora leva-a a aproveitar os momentos finais da disputa. Em contrapartida, no segundo cenário, as ações verbais e corporificadas da professora, ao constanger o estudante a confirmar a escuta de uma orientação anterior, leva-o a produzir ações responsivas condizentes com esse constrangimento.
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A CRIAÇÃO DA CENOGRAFIA LITERÁRIA DO DISCURSO O PERU DE NATAL DE MÁRIO DE ANDRADE – UM ELO ENTRE A FAMÍLIA, O PERU E O NATAL
This article examines literary scenography, focusing on the enunciation in which the voice of a son and the spatiotemporal coordinates within a discursive event of fatherhood, affiliation, and mourning structure the literary discourse in O peru de Natal by Mário de Andrade. We draw on the French tradition of Discourse Analysis (DA), particularly its enunciative-discursive perspective, emphasizing Maingueneau's hypothesis of literary discourse, which views literature as a linguistic dimension of the text. Literary discourse fits within the framework of its constituents and assumes properties relative to its conditions of emergence, functioning, and circulation. Our hypothesis is that literary scenography, society, and traditions shape Mário de Andrade's subjectivity and integrate the socio-historical conditions of discourse production. Our findings confirm scenography as both a condition and product of discourse, involving a paratopic process that legitimizes this type of discourse. Moreover, O peru de Natal, through its developments, engages with the literary movement, validates the expression of a son's suffering and misfortunes as he attempts to overcome familial and personal mourning during a Christmas gathering. Mário de Andrade, as the agent of the creative process, finds no other means of linguistic-literary investment but discursive production.
Abstract: From the point of view of normative grammars and from the syntactic point of view, the apposition is considered an accessory term of the sentence (CEGALLA, 2005; CUNHA; CINTRA, 2007), a perspective that finds an echo in textbooks (TESOTO; DISCINI, 1994; TERRA; CAVALLETE, 2002; SARMENTO, 2009; OLIVEIRA, 2012). It is, therefore, a term that can be removed without prejudice to the structure of the sentence. From a functional-communicative point of view, the apposition plays an important syntactic-pragmatic role, contributing to the degree of informativeness in the multipropositional discourse (GIVÓN, 1984; 1995; 2001). The objective of this work is to analyze the syntactic function in the discourse, the product of the communicative act. To this end, a qualitative approach is offered with fifteen news titles, taken from online newspaper sites, about the dog Wilson, involved in the rescue of children missing after a plane crash in Colombia on the first day of May 2015. Results show that the explanatory apposition demands a greater degree of informativeness and, therefore, a greater linguistic coding, precisely because it needs to retrieve information in the memory of the potential newspaper reader, due to the fact that it is a genre linked to digital platforms and the speed with which information and other content is disclosed.
Aposto. Iconicidade. Informatividade. Discurso.
REFERENCING AND COHERENCE STRATEGIES IN THE TOP-SCORING ESSAYS OF THE 2021 ENEM
This study aims to analyze the role of referencing processes in argumentative essays that achieved a perfect score (1000) in the 2021 ENEM and their implications for teaching writing. For theoretical support, we adopt the sociocognitive conception of language, understanding reference as a complex process that goes beyond textual expressions, requiring a sociocognitive effort to construct discursive elements. The analysis is based on theories by Salomão (1999), Marcuschi (2007), Koch and Cunha-Lima (2011), among others, who view the text as a communicative event and referencing as a discursive stabilization process. The research examined an essay from high school students who received the maximum score in the 2021 ENEM, aiming to contribute to studies on referencing and to highlight the changes and new meanings in the essays. In conclusion, we observe that argumentative-essay writing broadens contexts and reconfigures meanings by incorporating diverse readings.
ACONTRIBUTION TO THE ANALYSIS OF SEMANTIC-DISCURSIVE STRATEGIES N THE TEXTUAL PRODUCTION OF STUDENTS AT AGOSTINHO NETO UNIVERSITY
The development of a variety of Portuguese that is typical of Angola, with specific morphosyntactic, semantic-lexical and phonetic features, is now a widely recognised fact, both by speakers and by linguists and other specialists, to whom we owe the multiplicity of descriptive studies on this variety, many of which point to the need for its standardisation and made officialisation, in a context in which linguistic competence is measured according to the standard variety. This article aims to contribute to this reflection by addressing semantic-discursive aspects linked to this variety of Portuguese, analysing the choices in terms of discursive strategies used in ten texts produced in the classroom by students from the Faculty of Humanities at Agostinho Neto University, used as a sample. This research was carried out under the Systemic-Functional Grammar, by means of bibliographical and documentary research techniques, as we believe that this theory provides the necessary tools for analysing the logical-semantic and interdependent relationships on the basis of which texts are produced, determined by contextual factors. We hope, with the results of this study, to provide clues for a broader and more comprehensive description of the discursive strategies typical of students in this sociolinguistic context.
ABSTRACT: This paper aims at establishing a dialogue between Applied Linguistics (AL) and the critical studies of disability under a decolonial perspective. Due to its transdisciplinary tendency, AL focuses on power aspects in the use of language. The analysis of discursive genres published on the apparently democratic cyberspace shows that they lack adaptations to be accessible to everybody, including blind people. The importance of such adaptations, from an ontological and epistemological point of view, is discussed in the paper to show that blind people can participate in those situated practices of language use. That is a way to guarantee their right to information and communication access. This study, characterized as interpretive and qualitative, is theoretically based on Dirth and Adams (2019), Canagarajah (2022), Ferrari (2023), Bakhtin (2011), Lévy (1999) and Costa (2014). Observing the social practices addressed to blind people in this context is a way of seeing reality beyond colonial paradigms. KEYWORDS: Applied Linguistics. Discursive genres. Disability. Blind people.
Applied Linguistics. Discursive genres. Disability. Blind people.
ABSTRACT: The history of the education of the deaf is a wide field with a succession of themes that require investigation. Among the subjects that deserve highlighting are the pedagogical practices of the Ângela de Brienza School, an institution dedicated to the education of the deaf located in Vitória, state of Espírito Santo, Brazil. That school was founded around the year of 1958 and had its activities shut down in 1971. The goal of this study is to understand the implications generated by the pedagogical practices proposed in the Milan Congress (1880) and their regularities in the Paris Congress (1900 – section of the hearers) in the education of the deaf of Espírito Santo in the mid-20th century. Under the perspective of authors of the field of Foucauldian Studies, we resorted to the concepts of practice in order to analyze the photographs and cutouts of newspapers that mention the Ângela de Brienza School during its existence years. Based on the analysis of these documents it is possible to understand how the regularity of the discursive and non-discursive practices of both European congresses, which happened in the late 19th century, continued circulating among European and American countries, generating effects in the education of the deaf of Espírito Santo during the 20th century. KEYWORDS: History of the education of the deaf. Pedagogical practices. Regularities. Photographs.
History of the education of the deaf. Pedagogical practices. Regularities. Photographs.
IN BETWEEN AFFECTION, KNOWLEDGES, CONVERSATIONS AND STRUGGLES AROUND DISABILITY
ABSTRACT: This interview sought to bring understandings about the term disability based on the experiences of Prof. Luciana Ferrari as a researcher on the connections between disability, language and decoloniality and as mother of Lívia, a teenager with cerebral palsy. The questions raised by Prof. Lívia Fortes, professor and researcher in the field of Applied Linguistics, more specifically on teacher education, started from her own process of constructing meanings about disability, intertwined with her personal relationship with Lívia and Luciana, of whom she is a close friend. We hope that the ideas presented and discussed here can lead to processes of interrupting the ableism that is so common in our society. KEYWORDS: Disability. Applied Linguistics. Ableism.
Disability. Applied Linguistics. Ableism.
ABSTRACT: The Brazilian sign language, Libras, as we know it today, was built and idealized by the Brazilian deaf community and Deaf Studies researchers. In this work, I introduce one part about theoretical basis of my thesis in progress where I reflect on the period between the years 1980 and 2000 before the promulgation of the Law number 10.436/2002, also known as Law of Libras. The governmental language policy project for the diffusion of Libras in an institutional way reached widely across the national territory reaching places that it had never been before, like elementary and high schools, universities, law spaces and health, and artistic/cultural. I highlight the book Libras em Contexto has been one federal government initiative to Libras expansion across to Brazil. Considering a more plural and diverse perspective, I suggest in this article an inter(trans)cultural language education aligned with some texts based on decolonial theories, to Libras to achieve those deaf people who are on the sidelines. At the same time, this language education must respect and value people’s histories, languages, cultures, as without that they are turning invisible like they were, or have been, due to the colonial violence imposed on our society. KEYWORDS: Libras. Decoloniality. Language Education.
Libras. Decoloniality. Language Education.
ABSTRACT: This paper aims to draw on ecological thought and neurodiversity studies to approach their relationship with foreign languages. Based on the premise that the current moment (the climate catastrophe) evidences the modern framework, we aim to approach neurodiversity beyond the modern framework, questioning the homogenizing normativity that categorizes beings based on hierarchies. In this sense, when a thought without center or margins, i.e. the ecological thought, is brought into the discussion, the relationship with foreign languages can be viewed differently. We suggest, therefore, that if we observe the performance of executive functions in neurodivergent, bilingual, and non-white individuals, we can perceive that the use of a foreign language in linguistic practice can create an alternative environment where the conventional cognitive pattern ceases to be the central point. This foreign and strange space-time is, by its very nature, non-uniform and branched, allowing for the equalization of neurodivergent and neurotypical individuals. Thus, the present article seeks to contribute to foreign language teaching through the dialogue between ecological thought and neurodiversity studies. KEYWORDS: Neurodiversity. Ecological thought. Modernity. Foreign language.
Neurodiversity. Ecological thought. Modernity. Foreign language.
ABSTRACT: The linguistic-sensory experience of deafblindness has been described as a disability represented by a double sensory impairment. This article aims to discuss the language potential of the experience of deafblindness. To this end, based on the perspective of indisciplinary applied linguistics and disability studies, it explores elements identified in a bibliographical research that selected national academic and scientific productions on forms of communication used by people with deafblindness. Considering the situation of linguistic systems that permeate the existence of deafblind people, as well as the necessary correlation between some of them to establish understanding and expression, it is argued that deafblindness constitutes a translingual experience insofar as its linguistic-sensory possibilities offer broad conditions for the exercise of language in its most varied forms. KEYWORDS: Deafblindness. Disability. Translanguaging.
CRITICAL INCIDENTS IN INCLUSIVE EDUCATION
ABSTRACT: Considering education as a right for all (Brasil, 1988), we perceive the need to adapt the teaching and learning processes to guarantee their quality and inclusion (Brasil, 2015), contemplating the needs of students who are the target audience of the special education. However, the downward imposition of these demands, without training assistance for the teacher (a subject directly related to law enforcement) and physical and mental infrastructure, implies the occurrence of critical incidents (Seccato, 2020). The present article aims to investigate this dichotomy between theory and practice in inclusive education scenarios, more specifically in foreign languages, triggered by the experience report of four teachers from the basic education. Based on the concept of reproduction (Bordieu; Passeron, 2009) and studies developed by Bezerra (2013) and Fontana (2017), some inconsistencies and inadequate response to the demands presented were found, with the main conditioning factor being the obstacles faced by teachers, originated from for the mistreatment of their jobs (Medrado et al., 2015), especially for the lack of support from macrostructures in initial and continuing education for real inclusion actions culminating in the maintenance of excluding practices, masked by a plastic idea of inclusive education. KEYWORDS: Inclusive education. Foreign languages teaching and learning. Teacher’s education.
Inclusive education. Foreign languages teaching and learning. Teacher’s education.
PEOPLE WITH AUTISM FROM THE PERSPECTIVE OF DECOLONIAL APPLIED LINGUISTICS
ABSTRACT: In this article, we seek to address the way in which our cultural lenses, based on a matrix of power, create abysmal lines when considering autism spectrum disorder, especially the issue of “disability. To this end, three aspects will be highlighted - decoloniality, ASD and Vygotsky's historical-cultural psychology to address the complexity of the discussion. We emphasize the need for a critical epistemology that questions power relations and promotes the inclusion of historically excluded perspectives. We emphasize the need to fight for the inclusion of people with autism, whose voices and experiences are often ignored or devalued in discussions about social policies, education and employability. We also address the need to face the challenges associated with ASD that require collective, interdisciplinary and continued efforts, which transcend the barriers of pathologization and open paths for the full participation and recognition of people with autism in all areas of everyday life. KEYWORDS: Decoloniality. Autism Spectrum Disorder. Applied Linguistics.