EPISTEMOLOGY-ONTOLOGY-METHODOLOGY OF DIFFERENCE: TRANSBOUNDARY LOCUS IN MULTIMODAL IRONY

ABSTRACT

This article aims at contributing to a reflection upon ways to understand multimodality, highlighting the border locus in which meaning making occurs. In this way, we present and discuss how undergraduate students of a language course immersed in technological environments understand parts of the political and educational landscapes in Brazil and how they appropriate the song "Que país é esse?" and the video clip of Another brick in the wall to produce another video with available resources, whose central thread is an irony. The evaluation of another brick in the wall by the students and by the researcher, who is also the author of this paper, recognizes the crisis in relationships between political, social and educational realms in Brazil. For the video production, the notion of border thinking (MIGNOLO, 2008) is used. It demands difference be recognized and it is interlinked to the methodology adopted, that is, of a qualitative, interpretive and descriptive nature. Thus, a broader concept of multimodality (KRESS, 2003, 2010) is suggested, that is a transboundary multimodality which calls attention to the ambiguous and multidirectional processes of articulation of meanings and knowledge. The article concludes that creativity, learning and transformation are possible when there is openness to transcultural discussions involving the role of language, the use of technology and the perspective of citizenship (FREIRE, 2005) through language resources.

Keywords:
transboundary multimodality; creative knowledge; transformative learning