Towards an anti-racist education in bilingual education: the “Global Kids” proposal

Detalhes bibliográficos
Autor(a) principal: El Kadri, Michele Salles
Data de Publicação: 2022
Outros Autores: Saviolli, Vivian Bergantini, Santos, Cecília Gusson
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Entretextos
Texto Completo: https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/46465
Resumo: This article presents a possibility of promoting an anti-racist education in bilingual early childhood education, moving away from hegemonic and supposedly neutral discourses that usually circulate in bilingual schools of prestigious languages. In order to do so, we present examples of proposals based on Racial critical literacy for prestigious bilingual educational contexts through Global Kids portfolio (EL KADRI; SAVIOLLI, 2022). Supported by a heteroglossic bilingual education perspective, proposed by García (2009), and anchored by the critical interculturality bias in bilingual schools (CANDAU, 2008; WALSH, 2010; LIBERALI, 2020; LIBERALI; MEGALE, 2021), we analyzed one of the thematic units of the didactic material “Global Kids” - used in a public bilingual school - by the critical racial literacy theory. With the examples of some activities inspired by the themes from the books “Sulwe” and “Lara's Black Dolls”, we seek to demonstrate that, from the intentionality in choosing stories that positively represent black protagonists and a work based on the CRL, it is possible to promote a bilingual education based on practices that break racist discourses and ideologies since childhood education.
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spelling Towards an anti-racist education in bilingual education: the “Global Kids” proposalHacia una educación antirracista en la educación bilingüe: la propuesta del “Global Kids”Rumo a uma educação antirracista na educação bilíngue: a proposta do “Global Kids”Educação antirracista. Educação bilíngue. Interculturalidade crítica.Anti-racist educationBilingual educationCritical interculturalityEducación antirracistaEducación bilingüeInterculturalidad críticaThis article presents a possibility of promoting an anti-racist education in bilingual early childhood education, moving away from hegemonic and supposedly neutral discourses that usually circulate in bilingual schools of prestigious languages. In order to do so, we present examples of proposals based on Racial critical literacy for prestigious bilingual educational contexts through Global Kids portfolio (EL KADRI; SAVIOLLI, 2022). Supported by a heteroglossic bilingual education perspective, proposed by García (2009), and anchored by the critical interculturality bias in bilingual schools (CANDAU, 2008; WALSH, 2010; LIBERALI, 2020; LIBERALI; MEGALE, 2021), we analyzed one of the thematic units of the didactic material “Global Kids” - used in a public bilingual school - by the critical racial literacy theory. With the examples of some activities inspired by the themes from the books “Sulwe” and “Lara's Black Dolls”, we seek to demonstrate that, from the intentionality in choosing stories that positively represent black protagonists and a work based on the CRL, it is possible to promote a bilingual education based on practices that break racist discourses and ideologies since childhood education.Este artículo presenta una posibilidad de promover una educación antirracista en la educación infantil bilingüe, alejándose de los discursos hegemónicos y supuestamente neutrales que suelen circular en las escuelas bilingües de lenguas de prestigio. Por eso, presentamos ejemplos de propuestas basadas en la Alfabetización Racial Crítica (CRL) para el contexto de la educación bilingüe de prestigio, a través del material Global Kids (EL KADRI; SAVIOLLI, 2022).Apoyados en una perspectiva de educación bilingüe heteroglósica propuesta por García (2009) y anclados en el sesgo crítico de la interculturalidad en las escuelas bilingües (CANDAU, 2008; LIBERALI, 2020; LIBERALI; MEGALE, 2021; WALSH, 2010), analizamos una de las unidades temáticas del material didáctico “Global Kids” - utilizado en una escuela bilingüe - por el referencial de alfabetización racial crítica. Con los ejemplos de algunas actividades inspiradas en los temas de las obras “Sulwe” y “Lara's Black Dolls”, buscamos demostrar que, a partir de la intencionalidad en elegir historias que representen positivamente a los protagonistas negros y una obra basada en el LRC, es posible promover una educación bilingüepor intermedio de prácticas que rompan discursos e ideologías racistas desde la educación infantil.Este artigo apresenta uma possibilidade de promover uma educação antirracista na educação infantil bilíngue, se afastando de discursos hegemônicos e supostamente neutros que geralmente circulam em escolas bilíngues de línguas de prestígio. Para tanto, apresentamos exemplos de propostas baseadas no Letramento Racial Crítico (LRC) para o contexto de Educação Bi/Multilingue de línguas de prestígio, por meio do material Global Kids (EL KADRI; SAVIOLLI, 2022). Apoiados em uma perspectiva de educação bilíngue heteroglóssica, proposta por García (2009) e ancorados pelo viés da interculturalidade crítica em escolas bilíngues (CANDAU, 2008; LIBERALI, 2020; LIBERALI; MEGALE, 2021; WALSH, 2010), analisamos uma das unidades temáticas do material didático “Global Kids” - utilizado em uma escola bilíngue pública - pelo referencial do Letramento Racial Crítico (LRC). Com os exemplos de algumas atividades inspiradas nas temáticas das obras “Sulwe” e “Lara’s Black Dolls”, procuramos demonstrar que, a partir da intencionalidade na escolha de estórias que representam positivamente protagonistas negras e um trabalho baseado no LRC, é possível promover uma educação bilíngue pautada em práticas que quebrem discursos e ideologias racistas desde a educação infantil.Universidade Estadual de Londrina2022-11-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/4646510.5433/1519-5392.2022v22n2Esp.p107Entretextos; v. 22 n. 2Esp. (2022): Dossiê: Educação e formação de professores para o contexto bilíngue; 107-1292764-08091519-5392reponame:Revista Entretextosinstname:Universidade Estadual de Londrina (UEL)instacron:UELporhttps://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/46465/48090Copyright (c) 2022 Entretextoshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessEl Kadri, Michele SallesSaviolli, Vivian BergantiniSantos, Cecília Gusson2023-04-07T09:04:16Zoai:ojs.pkp.sfu.ca:article/46465Revistahttps://www.uel.br/revistas/uel/index.php/entretextosPUBhttps://www.uel.br/revistas/uel/index.php/entretextos/oai||entretextos.uel@gmail.com|| ppgel@uel.br|| laudi@uel.br1519-53922764-0809opendoar:2023-04-07T09:04:16Revista Entretextos - Universidade Estadual de Londrina (UEL)false
dc.title.none.fl_str_mv Towards an anti-racist education in bilingual education: the “Global Kids” proposal
Hacia una educación antirracista en la educación bilingüe: la propuesta del “Global Kids”
Rumo a uma educação antirracista na educação bilíngue: a proposta do “Global Kids”
title Towards an anti-racist education in bilingual education: the “Global Kids” proposal
spellingShingle Towards an anti-racist education in bilingual education: the “Global Kids” proposal
El Kadri, Michele Salles
Educação antirracista. Educação bilíngue. Interculturalidade crítica.
Anti-racist education
Bilingual education
Critical interculturality
Educación antirracista
Educación bilingüe
Interculturalidad crítica
title_short Towards an anti-racist education in bilingual education: the “Global Kids” proposal
title_full Towards an anti-racist education in bilingual education: the “Global Kids” proposal
title_fullStr Towards an anti-racist education in bilingual education: the “Global Kids” proposal
title_full_unstemmed Towards an anti-racist education in bilingual education: the “Global Kids” proposal
title_sort Towards an anti-racist education in bilingual education: the “Global Kids” proposal
author El Kadri, Michele Salles
author_facet El Kadri, Michele Salles
Saviolli, Vivian Bergantini
Santos, Cecília Gusson
author_role author
author2 Saviolli, Vivian Bergantini
Santos, Cecília Gusson
author2_role author
author
dc.contributor.author.fl_str_mv El Kadri, Michele Salles
Saviolli, Vivian Bergantini
Santos, Cecília Gusson
dc.subject.por.fl_str_mv Educação antirracista. Educação bilíngue. Interculturalidade crítica.
Anti-racist education
Bilingual education
Critical interculturality
Educación antirracista
Educación bilingüe
Interculturalidad crítica
topic Educação antirracista. Educação bilíngue. Interculturalidade crítica.
Anti-racist education
Bilingual education
Critical interculturality
Educación antirracista
Educación bilingüe
Interculturalidad crítica
description This article presents a possibility of promoting an anti-racist education in bilingual early childhood education, moving away from hegemonic and supposedly neutral discourses that usually circulate in bilingual schools of prestigious languages. In order to do so, we present examples of proposals based on Racial critical literacy for prestigious bilingual educational contexts through Global Kids portfolio (EL KADRI; SAVIOLLI, 2022). Supported by a heteroglossic bilingual education perspective, proposed by García (2009), and anchored by the critical interculturality bias in bilingual schools (CANDAU, 2008; WALSH, 2010; LIBERALI, 2020; LIBERALI; MEGALE, 2021), we analyzed one of the thematic units of the didactic material “Global Kids” - used in a public bilingual school - by the critical racial literacy theory. With the examples of some activities inspired by the themes from the books “Sulwe” and “Lara's Black Dolls”, we seek to demonstrate that, from the intentionality in choosing stories that positively represent black protagonists and a work based on the CRL, it is possible to promote a bilingual education based on practices that break racist discourses and ideologies since childhood education.
publishDate 2022
dc.date.none.fl_str_mv 2022-11-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos pares
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/46465
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url https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/46465
identifier_str_mv 10.5433/1519-5392.2022v22n2Esp.p107
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dc.relation.none.fl_str_mv https://ojs.uel.br/revistas/uel/index.php/entretextos/article/view/46465/48090
dc.rights.driver.fl_str_mv Copyright (c) 2022 Entretextos
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Entretextos
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Londrina
publisher.none.fl_str_mv Universidade Estadual de Londrina
dc.source.none.fl_str_mv Entretextos; v. 22 n. 2Esp. (2022): Dossiê: Educação e formação de professores para o contexto bilíngue; 107-129
2764-0809
1519-5392
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reponame_str Revista Entretextos
collection Revista Entretextos
repository.name.fl_str_mv Revista Entretextos - Universidade Estadual de Londrina (UEL)
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