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Decolonizing English Language Teaching for Brazilian Indigenous Peoples

Bibliographic Details
Main Author: Rodrigues, Walace
Publication Date: 2019
Other Authors: Albuquerque, Francisco Edviges, Miller, Michol
Format: Article
Language: por
eng
Source: Educação & Realidade
Download full: https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/81725
Summary: This paper investigates the design and methods of English language teaching (ELT) curricula in the Brazilian indigenous educational context. Under Brazilian federal law, English is a mandatory curricular requirement for all, including indigenous students. This paper analyzes contributions relevant to the decolonization of English teaching in indigenous contexts from postcolonial theories on education, perspectives on decolonized ELT, and sociocultural learning theory. An argument is made for the development of ELT curricula and methodology in collaboration with indigenous teachers, in order to prioritize their communities, cultures, and traditional knowledge.
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spelling Decolonizing English Language Teaching for Brazilian Indigenous PeoplesDecolonizando o Ensino de Língua Inglesa para Populações Indígenas BrasileirasEducação pós-colonialSubalternidadeEducação IndígenaEnsino Decolonizado de Língua Inglesa.Postcolonial EducationSubalternityIndigenous EducationDecolonial English Language Teaching.This paper investigates the design and methods of English language teaching (ELT) curricula in the Brazilian indigenous educational context. Under Brazilian federal law, English is a mandatory curricular requirement for all, including indigenous students. This paper analyzes contributions relevant to the decolonization of English teaching in indigenous contexts from postcolonial theories on education, perspectives on decolonized ELT, and sociocultural learning theory. An argument is made for the development of ELT curricula and methodology in collaboration with indigenous teachers, in order to prioritize their communities, cultures, and traditional knowledge.Este artigo investiga a concepção e os métodos dos currículos de English language teaching (ELT) no contexto da educação indígena brasileira. Pela lei federal brasileira, o inglês é um requisito curricular obrigatório para todos, incluindo os estudantes indígenas. Este artigo analisa as contribuições relevantes para a decolonização do ensino de inglês em contextos indígenas a partir de teorias pós-coloniais em educação, perspectivas sobre ELT decolonizado e teoria sociocultural da aprendizagem. Uma argumentação é feita para o desenvolvimento de currículos e de metodologias de ELT em colaboração com professores indígenas, a fim de priorizar suas comunidades, culturas e saberes tradicionais.FACED - UFRGS2019-07-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/81725Educação & Realidade [Education & Reality]; Vol. 44 No. 2 (2019)Educação & Realidade; v. 44 n. 2 (2019)2175-62360100-3143reponame:Educação & Realidadeinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporenghttps://seer.ufrgs.br/index.php/educacaoerealidade/article/view/81725/53359https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/81725/53360Copyright (c) 2019 Educação & Realidadehttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessRodrigues, WalaceAlbuquerque, Francisco EdvigesMiller, Michol2022-10-20T14:34:34Zoai:seer.ufrgs.br:article/81725Revistahttps://seer.ufrgs.br/educacaoerealidadePUBhttps://seer.ufrgs.br/educacaoerealidade/oai||educreal@ufrgs.br2175-62360100-3143opendoar:2022-10-20T14:34:34Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv Decolonizing English Language Teaching for Brazilian Indigenous Peoples
Decolonizando o Ensino de Língua Inglesa para Populações Indígenas Brasileiras
title Decolonizing English Language Teaching for Brazilian Indigenous Peoples
spellingShingle Decolonizing English Language Teaching for Brazilian Indigenous Peoples
Rodrigues, Walace
Educação pós-colonial
Subalternidade
Educação Indígena
Ensino Decolonizado de Língua Inglesa.
Postcolonial Education
Subalternity
Indigenous Education
Decolonial English Language Teaching.
title_short Decolonizing English Language Teaching for Brazilian Indigenous Peoples
title_full Decolonizing English Language Teaching for Brazilian Indigenous Peoples
title_fullStr Decolonizing English Language Teaching for Brazilian Indigenous Peoples
title_full_unstemmed Decolonizing English Language Teaching for Brazilian Indigenous Peoples
title_sort Decolonizing English Language Teaching for Brazilian Indigenous Peoples
author Rodrigues, Walace
author_facet Rodrigues, Walace
Albuquerque, Francisco Edviges
Miller, Michol
author_role author
author2 Albuquerque, Francisco Edviges
Miller, Michol
author2_role author
author
dc.contributor.author.fl_str_mv Rodrigues, Walace
Albuquerque, Francisco Edviges
Miller, Michol
dc.subject.por.fl_str_mv Educação pós-colonial
Subalternidade
Educação Indígena
Ensino Decolonizado de Língua Inglesa.
Postcolonial Education
Subalternity
Indigenous Education
Decolonial English Language Teaching.
topic Educação pós-colonial
Subalternidade
Educação Indígena
Ensino Decolonizado de Língua Inglesa.
Postcolonial Education
Subalternity
Indigenous Education
Decolonial English Language Teaching.
description This paper investigates the design and methods of English language teaching (ELT) curricula in the Brazilian indigenous educational context. Under Brazilian federal law, English is a mandatory curricular requirement for all, including indigenous students. This paper analyzes contributions relevant to the decolonization of English teaching in indigenous contexts from postcolonial theories on education, perspectives on decolonized ELT, and sociocultural learning theory. An argument is made for the development of ELT curricula and methodology in collaboration with indigenous teachers, in order to prioritize their communities, cultures, and traditional knowledge.
publishDate 2019
dc.date.none.fl_str_mv 2019-07-26
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/81725
url https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/81725
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/81725/53359
https://seer.ufrgs.br/index.php/educacaoerealidade/article/view/81725/53360
dc.rights.driver.fl_str_mv Copyright (c) 2019 Educação & Realidade
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Educação & Realidade
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv FACED - UFRGS
publisher.none.fl_str_mv FACED - UFRGS
dc.source.none.fl_str_mv Educação & Realidade [Education & Reality]; Vol. 44 No. 2 (2019)
Educação & Realidade; v. 44 n. 2 (2019)
2175-6236
0100-3143
reponame:Educação & Realidade
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Educação & Realidade
collection Educação & Realidade
repository.name.fl_str_mv Educação & Realidade - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv ||educreal@ufrgs.br
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