Destabilizations in English language teaching: domination or place of re-existence?

• Autor(a) principal: Santclair, Dllubia
• Data de Publicação: 2022
• Outros Autores: Sabota, Barbra, Silva, Kleber Aparecido da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista da ABRALIN (Online)
• Texto Completo: https://revista.abralin.org/index.php/abralin/article/view/2102
• topic: Reexistência.; Pensamento Decolonial; Intercultural; Ensino de Inglês; Re-existence.; Decolonial thought.; Intercultural.; English teaching

The English language has been used as an instrument of coloniality and domination since the time of imperialism with a clear advance in times of globalization (BLOMMAERT; RAMPTON, 2011). This study aims to problematize the teaching of English, questioning its role in maintaining the coloniality of language and proposing ideas for language education in English to present itself as a place of re-existence. In this sense, we seek to review language education from critical-decolonial reflections on the document that guides us, the National Curricular Common Base. From this critical-decolonial position, we are guided by post-critical research (PARAÍSO, 2004), connected to the principles of Critical Applied Linguistics (PENNYCOOK; MAKONI, 2019; PENNYCOOK, 2001; RAJAGOPALAN, 2003) and Decolonial Thought (MIGNOLO, 2000), in reason of intercultural linguistic education as a space for the re-existence literacies (ALBÁN ACHINTE, 2013; COSTA; SOUSA; SILVA, 2021). The empirical material is composed of clippings from the English language section of the BNCC - specifically from the central axes: lingua franca, multiliteracies and interculturality - and analyzed from readings on Critical Applied Linguistics and Decoloniality that permeate our experiences as professors and researchers/or in order to propose ways of re-existence. Our study points to fissures in the document through which our praxiologies can be transformed.