THE EMERGENCE OF VOICES FROM THE GLOBAL SOUTH IN ENGLISH LANGUAGE CLASSES: TRANSGRESSIVE TRAINING POSSIBILITIES THROUGH THE USE OF CYBERCULTURAL DEVICE

This article aims to present and discuss acts of curriculum (agencies), in which a group of students, cultural practitioners - faced with the “modern capitalist, colonial/patriarchal world-system”, in its current neoliberal version - joined the anti-racist struggle through formative pedagogical practices in English language classes. This study uses the method of cyber research-training, which embraces the bricolage of cybercultural everyday life by adopting a rigor otherwise in educational researching. Besides, theoretical-methodological approach enabled dialogues between applied, transgressive, and (in)disciplinary linguistics and the insurgency of Global South. Therefore, the research took place in English language classes at a Technological Institute in Pará State, using inventive use of digital technologies, specially the Padlet interface (a cybercultural device), which allowed us to forge a formative device potentially authorial and transgressive in the teaching-learning process. This enabled the emergence of authoritative narratives and insurgent voices of cultural practitioners, who were the subjects of this investigation. In this way, the curriculum acts forged by digital technologies pointed toward transgressive learning practices intertwined with the social, political-pedagogical and (in)disciplinary use of the English language.

Keywords:
cultural practitioners; English language; education; global south; interface