Desafios e perspectivas epistemológicas para o ensino de línguas na pós-modernidade à luz da Linguística Aplicada Crítica e do Pós-Método.

This paper presents a theoretical-conceptual survey of the main challenges and epistemological perspectives related to language teaching and learning in the context of postmodernity. The discussion was constructed from the theoretical framework of Critical Applied Linguistics and the Postmethod. The methodology consists of qualitative research, with emphasis on the analysis of a corpus consisting of thirteen studies, published from 2017 to 2021, using the technique of Content Analysis. The results show, among the main challenges, the adoption of a disruptive epistemological, methodological and decolonial attitude, the understanding of the classroom as a productive place for identity constructions, for questioning cultural traditions and fostering translingual practices, the use of postmethod as a questioning movement of methodologies, approaches and curricula and the displacement of borders, under the support of critical, border, translanguaging, dialogic, decolonial and multiliteracy epistemological perspectives. [ABSTRACT FROM AUTHOR]