(De)colonialidades na educação literária em língua inglesa: construção crítico-colaborativa de sentidos rumo a travessias interculturais

• Autor(a) principal: Tiraboschi, Fernanda Franco
• Data de Publicação: 2022
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório Institucional da UFG
• Texto Completo: http://repositorio.bc.ufg.br/tede/handle/tede/12424
• topic: Praxiologias crítico-colaborativas; Educação literária intercultural crítica; Interseccionalidades; (De)colonialidades; Critical-collaborative praxiologies; Critical intercultural literary education; Intersectionalities; (De)colonialities; CIENCIAS HUMANAS

This research aimed to investigate the potential and challenges of didactic proposals involving literary texts in English, in an intercultural and intersectional perspective based on a decolonial glance for students majoring in Portuguese and English Language at a private institution in the state of Goiás. As theoretical support, we resort to studies focusing on: a) critical interculturality informed by decolonial perspectives; b) the notion of intersectionality of gender, race, sexuality, social class and territory from the feminist perspectives; c) teaching English Language Literature and the use of literary texts in English classes from decolonial perspectives; and d) the collaboration and human agency from Vygotskian perspectives. We carried out a critical ethnography, firstly set in November 2020 and ending in June 2021. Six students majoring in Portuguese and English Language at a private institution participated in this study. To generate data, we used: a) an initial questionnaire; b) a reflective diary of the learners and the teacher/researcher; c) interactions in classes recorded by Zoom; and d) final conversations recorded by Zoom. Data analysis revealed that critical intercultural literary education proposals could present significant potential for learning English with literary texts. Literary conversations in pairs and groups proved to contribute to the critical-collaborative construction of meanings in the texts read during the classes. Our discussions also pointed out that intersectionality as a reading resource promotes problematizations on intercultural issues and the intersection of gender, race, sexuality, social class and territory through the narratives of subordinated women. The learners' perceptions revealed that the experiences of literary reading in English reported in this study facilitated collaboration in the construction of meanings and favored a criticalreflexive stance of learners. Thus, we believe that a critical intercultural literary education can help language and literature teachers promote spaces for intercultural (mis)encounters in questioning cultural identities represented in literary texts.