Mi calle favorita: a reconstrução multimodal da paisagem da Ciudad Vieja de Montevideu num projeto plurilíngue entre a escola, os museus e as famílias

Raquel Carinhas; Maria Helena Araújo e Sá; Danièle  Moore

doi:10.14393/DL44-v14n4a2020-2

Authors

Raquel Carinhas Universidade de Aveiro, CIDTFF, Universidad de la República, Camões, I.P. https://orcid.org/0000-0001-9234-2435
Maria Helena Araújo e Sá Universidade de Aveiro, CIDTFF https://orcid.org/0000-0002-6623-9642
Danièle Moore Simon Fraser University, CRECHE – PluriLCo et DILTEC, Paris 3 Sorbonne Nouvelle https://orcid.org/0000-0001-9225-0063

DOI:

https://doi.org/10.14393/DL44-v14n4a2020-2

Keywords:

Linguistic landscapes, Plurilingualism, Multi-situated learning scenarios, School-museum-family partnerships, Uruguay

Abstract

The contribution is part of a doctoral research in progress and aims to analyze activities developed within a Plurilingual and Interdisciplinary project that was designed and implemented in Montevideo (Uruguay) in 2019 by a network of elementary school teachers collaborating with museums educators, family members and researchers. The project is situated within a “plurilingualism as an asset” approach (GROMMES; HU, 2014) to bridge learning across schools, families and communities, and to anchor children’s learning within the ecological landscape of the place. It also promotes the recognition of linguistic diversity and the multi-situated aspect of knowledge. We collected multimodal data that consisted of visual and sound documentation of the linguistic landscape of Ciudad Vieja, drawings and collages produced by the children, audiovisual records of the various activities, and fieldwork observations and diary. In this contribution, we discuss the implications of Linguistic Landscapes (LL) as an instrument for the creation of cross-disciplinary pedagogical scenarios to promote multi-situated learning, critical reflection around multilingualism and multimodality, and to support the appropriation and (re) conceptualization of the space that surrounds learners in relation to their identity development. The study demonstrates the potential of LL as learning spaces and as contextual resources for language awareness.

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Author Biographies

Raquel Carinhas, Universidade de Aveiro, CIDTFF, Universidad de la República, Camões, I.P.

Doutoranda do Programa Doutoral em Educação da Universidade de Aveiro. Investigadora no domínio da Didática das Línguas e do Plurilinguismo. Interessa-se pelas questões relacionadas com as parcerias educativas entre a escola, as famílias e os museus no desenvolvimento de uma Educação Plurilingue e Intercultural. É leitora de português do Camões - Instituto da Cooperação e da Língua na Universidade da República, no Uruguai.

Maria Helena Araújo e Sá, Universidade de Aveiro, CIDTFF

Professora de Didática das Línguas no Departamento de Educação e Psicologia da Universidade de Aveiro. Dirige atualmente o Centro de Investigação em Didática e Tecnologia na Formação de Formadores (CIDTFF). É responsável pelo Programa Doutoral em Educação da sua universidade.

Danièle Moore, Simon Fraser University, CRECHE – PluriLCo et DILTEC, Paris 3 Sorbonne Nouvelle

Professora na Faculdade de Educação na Universidade Simon Fraser em Vancouver no Canadá e diretora de investigação na Sorbonne Nouvelle - Paris 3 em França. Dedica-se à investigação nos domínios da Sociolinguística e da Didática das Línguas e do Plurilinguismo. Recentemente, tem desenvolvido pesquisas sobre investigações participativas no desenvolvimento de p´raticas inovadoras no âmbito do plurilinguismo e da revitalização das línguas autóctones, implicando escolas, famílias, centros comunitários e museus.

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