Leia o texto a seguir para responder às questões 41 e 42.

One of the objectives of the project, Re-imagining Multilingualisms, was to reimagine. The term ‘reimagining’ is something extremely important because imagining and being creative are not things we are used to doing in the academy, not in Linguistics at least! We believe that we are empiricists, that we only look at facts and we make conclusions. We are pseudo-scientists. We make conclusions about what we observe, and we think that what we observe has got nothing to do with what we imagine. On the contrary, it has everything to do with what we imagine.

So, when we analyse things ideologically, what is ideology? It’s exactly an imagination which has been naturalised and institutionalised. And so, whenever we look at the world, we’re looking at it from the eyes of a particular learned knowledge, an ideology. When we are asked to be able to imagine things, it’s a point of being able to break out of our established learning and looking for something new. Imagining is extremely important in the learning process. If it doesn’t happen, there is no learning. This is one of the important things of Freirean pedagogy. For example, he made the distinction between what he called ‘banking pedagogies’ or ‘transmission pedagogies’ where there’s just reproduction and repetition, and ‘transformative pedagogies’, what he called ‘liberatory pedagogies’, which is where creativity is involved, where you break the simple linearity of repetition and transmission. So how does this work? How do you promote creativity? It is by breaking what previously seemed natural and normal. (MENEZES DE SOUZA, 2019, p. 9, ênfase no original)

MENEZES DE SOUZA, L. M. Decolonial pedagogies, multilingualism and literacies. Multilingual Margins, vol. 6 (1), 2019. p. 9-13.