Pedagogias das harmonias como amor crítico no ensino de língua inglesa
Palavras-chave:
pedagogias das harmonias, amor crítico, ensino da língua inglesa, conexão humanaResumo
À medida que as sociedades enfrentam uma instabilidade global contínua, o ensino da língua inglesa assume uma responsabilidade urgente de preparar os aprendizes não apenas para o sucesso acadêmico, mas também para um engajamento ético, relacional e humano em um mundo incerto. A linguagem funciona como um poderoso meio pelo qual os indivíduos negociam identidade, conexão, justiça e pertencimento, posicionando-se no centro da transformação pedagógica. No entanto, se a linguagem molda a forma como as pessoas compreendem a (in)estabilidade, a (in)justiça e umas às outras, o ensino da língua inglesa precisa ir além de uma instrução baseada em habilidades e avançar em direção a pedagogias fundamentadas no cuidado, na relacionalidade e na responsabilidade ética. Neste número especial, articulamos os conceitos de pedagogias, harmonias e amor crítico para desenvolver as pedagogias das harmonias como uma abordagem relacional orientada para a justiça e voltada à cura coletiva. As pedagogias das harmonias destacam a empatia, a inclusão e o engajamento crítico com sistemas de desigualdade, ao mesmo tempo em que reconhecem as complexidades das conexões humanas através das diferenças. Como editores, esperamos que este número especial estimule um diálogo contínuo que transcenda os limites do ensino da língua inglesa, promovendo práticas pedagógicas que cultivem empatia, unidade e um engajamento intercultural significativo. Ao centralizar as pedagogias das harmonias como amor crítico, este número convida educadores a imaginar e a concretizar futuros educacionais mais humanos, justos e conectados.
Downloads
Referências
BARCELOS, A. M. F. Estudando o conceito do amor na educação linguística: uma revisão dos estudos dentro da abordagem crítica. Signum: Estudos da Linguagem, v. 25, n. 2, p. 24–35, 2023. DOI: https://doi.org/10.5433/2237-4876.2022v25n2p24.
BARCELOS, A.; COELHO, H. Language Learning and Teaching: What’s Love Got to Do with It? In: MACINTYRE, P.; GREGERSEN, T.; MERCER, S. (ed.). Positive Psychology in SLA. [S. l.]: Multilingual Matters, 2016. p. 130–144. DOI: https://doi.org/10.21832/9781783095360-006.
BIRCH, B. M. (ed.). Creating Classrooms of Peace in English Language Teaching. New York: Routledge, 2002.
BRACKETT, M. Permission to Feel: The Power of Emotional Intelligence to Achieve Well-Being and Success. New York: Celadon Books, 2020.
CURTIS, A. The New Peace Linguistics and the Role of Language in Conflict. Charlotte: IAP, 2022.
DARRAGH, J. J.; PENTÓN HERRERA, L. J. Trauma-Sensitive Practices in English Language Teaching. Ann Arbor: University of Michigan Press, 2026.
DOVCHIN, S.; MUNG, S.; LEE-HAMMOND, L.; OLIVER, R.; HANNAGAN, D.; LIU, C.; LIN, A. Translanguaging On Country: Trauma Responsive Pedagogy in Australian Aboriginal Early Childhood Education. International Review of Applied Linguistics in Language Teaching, 2026. Ahead of publication. DOI: https://doi.org/10.1515/iral-2025-0332.
DRABARZ, A. K.; KAŁUŻNY, T.; TERRETT, S. Language as an Instrument for Dispute Resolution in Modern Justice. Studies in Logic, Grammar and Rhetoric, v. 52, n. 1, p. 41–56, 2017. DOI: https://doi.org/10.1515/slgr-2017-0041.
FRIDRIKH, A.; ANTONENKO, N.; KASATKINA-KUBYSHKINA, O. Multilingual English Language Teachers’ Identity (Trans)Formation in War-Torn Ukraine: A Collaborative Autoethnographic Account. Journal of Education for Multilingualism, v. 2, n. 2, p. 193–218, 2025.
GAY, G. Culturally Responsive Teaching: Theory, Research, and Practice. 3rd ed. New York: Teachers College Press, 2018.
HARRISON, J.; KRUSZONA, S. “The Way of Disc Dog”: Navigating Harmonies in American Canine Frisbee. European Journal of American Studies, v. 19, n. 1, 2024. DOI: https://doi.org/10.4000/ejas.21365.
HASPER, A.; PENTÓN HERRERA, L. J. Activities for Social-Emotional Learning: Developing Social-Emotional Competences in the ELT Classroom. Stuttgart: Delta Publishing, 2024.
HEISE, M. “A Hope That Moves Us”: Embodied Critical Hope in One Graduate Program’s Fight Against Faculty Retrenchments. In: PARK, G.; BOGDAN, S.; ROSA, M.; NAVARRO, J. (ed.). Critical Pedagogy in the Language and Writing Classroom. New York: Routledge, 2023. p. 146–160.
INOUE, A. B. How Do We Language So People Stop Killing Each Other, or What Do We Do About White Language Supremacy? College Composition and Communication, v. 71, n. 2, p. 352–369, 2019. DOI: https://doi.org/10.58680/ccc201930427.
JAIN, R.; CHEN, J.; TRINH, E. Humanizing Language Teaching and Teacher Education in Transnational Spaces: Critical Perspectives on Identities, Pedagogies, and Research. London: Bloomsbury, 2026.
KELENYI, G.; LUANGPIPAT, N.; VIEIRA, K. The Peacebuilding Potential of Literacy. College English, v. 82, n. 4, p. 410–420, 2020. DOI: https://doi.org/10.58680/ce202030581.
MASON, J. Justice and Harmony: Cross-Cultural Ideals in Conflict and Cooperation. Lanham: Lexington Books, 2022.
MCNAIR, R. L.; PENTÓN HERRERA, L. J. Peacemaking Circles in the English Language Classroom. In: BIRCH, B. (ed.). Creating Classrooms of Peace in English Language Teaching. New York: Routledge, 2022. p. 194–207.
OBER, R.; DOVCHIN, S.; OLIVER, R. “Where You From, Who’s Your Mob?”: Ethical Considerations When Undertaking Australian Aboriginal and Torres Strait Islander Applied Linguistic Research. In: CINAGLIA, C.; RABIE-AHMED, A.; DE COSTA, P. (ed.). Ethical Issues in Applied Linguistics Research. The Netherlands: John Benjamins, 2024. p. 193–210.
ORTEGA, Y. Pluriversal Applied Linguistics: Implications for Language Teaching and Research from the Global South. Berlin: De Gruyter Mouton, 2025.
OXFORD, R. L. The Language of Peace: Communicating to Create Harmony. Charlotte: IAP, 2013.
PAIZ, J. Queering the English Language Classroom: A Practical Guide for Teachers. Sheffield: Equinox Publishing, 2020.
PARK, G.; BOGDAN, S.; ROSA, M.; NAVARRO, J. (ed.). Critical Pedagogy in the Language and Writing Classroom: Strategies, Examples, and Activities from Teacher Scholars. New York: Routledge, 2023.
PARK, G.; CHARLES, Q.; TANGHE, S.; WEBB, M. (ed.). Radical Inclusivity: Critical Language Awareness in the Language and Writing Classroom. Bristol: Multilingual Matters, 2025.
PENTÓN HERRERA, L. J.; DARRAGH, J. J. Social-Emotional Learning in English Language Teaching. Ann Arbor: Michigan University Press, 2024.
PENTÓN HERRERA, L. J.; MARTÍNEZ-ALBA, G. Social-Emotional Learning in the English Language Classroom: Fostering Growth, Self-Care, and Independence. Alexandria: TESOL Press, 2021.
PENTÓN HERRERA, L. J.; MCNAIR, R. L. Restorative and Community-Building Practices as Social Justice for English Learners. TESOL Journal, v. 12, n. 1, p. 1–11, 2021. DOI: https://doi.org/10.1002/tesj.523.
PENTÓN HERRERA, L. J.; TRINH, E.; GÓMEZ PORTILLO, M. Cultivating Calm and Stillness at the Doctoral Level: A Collaborative Autoethnography. Educational Studies, v. 58, n. 2, p. 121–140, 2022. DOI: https://doi.org/10.1080/00131946.2021.1947817.
PENTÓN HERRERA, L. J.; TRINH, E.; PARK, G. Storytelling as an Outlet for Restoration and Peacebuilding: An Introduction to the Special Issue. TESOL Journal, v. 14, n. 4, e763, 2023. DOI: https://doi.org/10.1002/tesj.763.
SCHVARCZ, B. R.; FARFEL-LITOVSKY, A.; GUTTERMAN, B.; ARRAM, N.; STANDER, R. What War Does to Teachers: Navigating Emotional Labor and Pedagogical Challenges in Times of Crisis. Journal of Language and Literacy Education, v. 21, n. 1, p. 1–8, 2025.
SHAPIRO, S. Cultivating Critical Language Awareness in the Writing Classroom. New York: Routledge, 2022.
SILVA, D. N.; LEE, J. W. Language as Hope. Cambridge: Cambridge University Press, 2024.
THIAGARAJAN, T.; NEWSON, J. The Mental State of the World in 2022: A Publication of the Mental Health Million Project. Washington, D.C.: SAPIEN Labs, 2023.
TIGERT, J. M.; MADIGAN PEERCY, M.; FREDRICKS, D.; KIDWELL, T. Humanizing Classroom Management as a Core Practice for Teachers of Multilingual Students. TESOL Quarterly, v. 56, n. 4, p. 1087–1111, 2022. DOI: https://doi.org/10.1002/tesq.3093.
TRINH, E. “Still You Resist”: An Autohistoria-Teoria of a Vietnamese Queer Teacher to Meditate, Teach, and Love in the Coatlicue State. International Journal of Qualitative Studies in Education, v. 33, n. 6, p. 621–633, 2020. DOI: https://doi.org/10.1080/09518398.2020.1747662.
TRINH, E.; OLIVEIRA, L. de; ANDRADE, B. Cultivating Critical Love in Professional Organizations: A Queering Approach for ELT Leaders. In: TRINH, E.; REYNOLDS, K.; CODA, J. (ed.). Teaching Pride Forward: Building LGBTQ+ Allyship in English Language Teaching. Alexandria: TESOL Press, 2024. p. 179–190.
TRINH, E.; REYNOLDS, K.; CODA, J. (ed.). Teaching Pride Forward: Building LGBTQ+ Allyship in English Language Teaching. Alexandria: TESOL Press, 2024.
VANDERHEIDEN, E.; CLAUDE-HÉLÈNE, M.; BARCELOS, A. M. F. (ed.). Pedagogical Love in Adult Education: New Perspectives in Nurturing, Growth and Transformation. Berlin: Springer Nature, 2025.
WINN, M. T. Toward a Restorative English Education. Research in the Teaching of English, v. 48, n. 1, p. 126–135, 2013. DOI: https://doi.org/10.58680/rte201324162.
YEUNG, T. Two Conceptions of Harmony in Ancient Western and Eastern Aesthetics: “Dialectic Harmony” and “Ambiguous Harmony”. Journal of East-West Thought, v. 2, n. 10, p. 65–82, 2020.
Downloads
Publicado
Edição
Seção
Licença
Copyright (c) 2026 Luis Javier Pentón Herrera, Ethan Trinh, Gloria Park
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
Autores de artigos publicados pela RBLA mantêm os direitos autorais de seus trabalhos, licenciando-os sob a licença Creative Commons BY Attribution 4.0, que permite que os artigos sejam reutilizados e distribuídos sem restrição, desde que o trabalho original seja corretamente citado.
