Teaching English in Brazil from an anti-racist perspective

Detalhes bibliográficos
Autor(a) principal: Santos Filho, Agnaldo Pedro
Data de Publicação: 2023
Outros Autores: Pereira, Marieli de Jesus
Tipo de documento: Artigo
Idioma: por
Título da fonte: Pontos de Interrogação (Online)
Texto Completo: https://www.revistas.uneb.br/index.php/pontosdeint/article/view/15809
Resumo: Formal education in Brazil was founded on the benefits of specific social groups over others, fostering social inequality based on racism since colonization period. Even after the proclamation of the first Brazilian Constitution, black and native people suffer from different forms of exclusion and invisibilization of their beliefs, traditions, and languages, including the school environment that reproduces social patterns build-up by the dominant cultures. For English language teaching in Brazil, the hallmark of colonialism and coloniality are present in the classrooms and teaching materials. They reinforce stereotypes and prejudices through the overvaluation of Euro-Anglocentric culture, aesthetic values, and linguistic variations. This paper aims to discuss English language teaching from an anti-racist and decolonial perspectives. This way, we present some historical facts about racism in Brazilian education as well as evidence of racism in contemporary education. Finally, we discuss possibilities to break up racist structures in English language teaching. This research takes into account the theoretical contributions made by Césaire (2020), Ferreira (2017), hooks (2018), Nascimento (2019), et. al. [Received on: November 20, 2022 – Accepted on: December 15, 2022]
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spelling Teaching English in Brazil from an anti-racist perspectiveEnsino de inglês no Brasil sob uma perspectiva antirracistaEnsino de língua InglesaDecolonialidadeAntirracismoEnglish language teachingDecolonialityAnti-racismFormal education in Brazil was founded on the benefits of specific social groups over others, fostering social inequality based on racism since colonization period. Even after the proclamation of the first Brazilian Constitution, black and native people suffer from different forms of exclusion and invisibilization of their beliefs, traditions, and languages, including the school environment that reproduces social patterns build-up by the dominant cultures. For English language teaching in Brazil, the hallmark of colonialism and coloniality are present in the classrooms and teaching materials. They reinforce stereotypes and prejudices through the overvaluation of Euro-Anglocentric culture, aesthetic values, and linguistic variations. This paper aims to discuss English language teaching from an anti-racist and decolonial perspectives. This way, we present some historical facts about racism in Brazilian education as well as evidence of racism in contemporary education. Finally, we discuss possibilities to break up racist structures in English language teaching. This research takes into account the theoretical contributions made by Césaire (2020), Ferreira (2017), hooks (2018), Nascimento (2019), et. al. [Received on: November 20, 2022 – Accepted on: December 15, 2022]A educação formal no Brasil foi estabelecida de modo a favorecer determinados grupos sociais em detrimento de outros, fomentando a desigualdade social a partir do racismo desde o período do Brasil Colônia. Assim, mesmo após a promulgação da primeira Constituição Brasileira, pessoas pretas, pardas e indígenas passam por diferentes processos de exclusão e invisibilização das suas crenças, costumes e línguas, inclusive no ambiente escolar que reproduz padrões socialmente construídos pelas culturas dominantes. Ao se pensar o ensino de língua inglesa no Brasil, as marcas do colonialismo e da colonialidade estão presentes nas aulas e nos materiais didáticos que reforçam estereótipos e preconceitos através da supervalorização da cultura, de padrões estéticos e variantes linguísticas euro-anglocêntricas. O presente artigo propõe discutir o ensino de língua inglesa sob uma perspectiva antirracista e decolonial. Neste sentido, apresentamos alguns fatos históricos sobre o racismo na educação brasileira, bem como evidências do racismo na educação contemporânea e, por fim, discutimos possibilidades para a desconstrução de estruturas racistas no ensino de língua inglesa. Para embasar nossa pesquisa, contamos com a contribuição de autores como Césaire (2020), Ferreira (2017), hooks (2018), Nascimento (2019), et alia. [Recebido em: 20 nov. 2022 – Aceito em: 15 dez. 2022]Universidade do Estado da Bahia (UNEB) – Programa de Pós-Graduação em Crítica Cultural2023-02-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.uneb.br/index.php/pontosdeint/article/view/1580910.30620/pdi.v12n2.p169Pontos de Interrogação – Journal of Cultural Criticism; Vol. 12 No. 2 (2022): Dossiê: Revisitar Canudos, reinventar o Brasil; 169-183Pontos de Interrogação – Revista de Crítica Cultural; Vol. 12 Núm. 2 (2022): Dossiê: Revisitar Canudos, reinventar o Brasil; 169-183Pontos de Interrogação – Revista de Crítica Cultural; v. 12 n. 2 (2022): Dossiê: Revisitar Canudos, reinventar o Brasil; 169-1832237-9681reponame:Pontos de Interrogação (Online)instname:Universidade do Estado da Bahia (UNEB)instacron:UNEBporhttps://www.revistas.uneb.br/index.php/pontosdeint/article/view/15809/11135Copyright (c) 2022 Pontos de Interrogação – Revista de Crítica Culturalhttps://creativecommons.org/licenses/by-sa/4.0info:eu-repo/semantics/openAccessSantos Filho, Agnaldo PedroPereira, Marieli de Jesus2023-05-13T04:46:13Zoai:ojs.revistas.uneb.br:article/15809Revistahttps://www.revistas.uneb.br/index.php/pontosdeintPUBhttps://www.revistas.uneb.br/index.php/pontosdeint/oairevistaponti@gmail.com || osmar.moreira@uol.com.br2237-96812178-8952opendoar:2023-05-13T04:46:13Pontos de Interrogação (Online) - Universidade do Estado da Bahia (UNEB)false
dc.title.none.fl_str_mv Teaching English in Brazil from an anti-racist perspective
Ensino de inglês no Brasil sob uma perspectiva antirracista
title Teaching English in Brazil from an anti-racist perspective
spellingShingle Teaching English in Brazil from an anti-racist perspective
Santos Filho, Agnaldo Pedro
Ensino de língua Inglesa
Decolonialidade
Antirracismo
English language teaching
Decoloniality
Anti-racism
title_short Teaching English in Brazil from an anti-racist perspective
title_full Teaching English in Brazil from an anti-racist perspective
title_fullStr Teaching English in Brazil from an anti-racist perspective
title_full_unstemmed Teaching English in Brazil from an anti-racist perspective
title_sort Teaching English in Brazil from an anti-racist perspective
author Santos Filho, Agnaldo Pedro
author_facet Santos Filho, Agnaldo Pedro
Pereira, Marieli de Jesus
author_role author
author2 Pereira, Marieli de Jesus
author2_role author
dc.contributor.author.fl_str_mv Santos Filho, Agnaldo Pedro
Pereira, Marieli de Jesus
dc.subject.por.fl_str_mv Ensino de língua Inglesa
Decolonialidade
Antirracismo
English language teaching
Decoloniality
Anti-racism
topic Ensino de língua Inglesa
Decolonialidade
Antirracismo
English language teaching
Decoloniality
Anti-racism
description Formal education in Brazil was founded on the benefits of specific social groups over others, fostering social inequality based on racism since colonization period. Even after the proclamation of the first Brazilian Constitution, black and native people suffer from different forms of exclusion and invisibilization of their beliefs, traditions, and languages, including the school environment that reproduces social patterns build-up by the dominant cultures. For English language teaching in Brazil, the hallmark of colonialism and coloniality are present in the classrooms and teaching materials. They reinforce stereotypes and prejudices through the overvaluation of Euro-Anglocentric culture, aesthetic values, and linguistic variations. This paper aims to discuss English language teaching from an anti-racist and decolonial perspectives. This way, we present some historical facts about racism in Brazilian education as well as evidence of racism in contemporary education. Finally, we discuss possibilities to break up racist structures in English language teaching. This research takes into account the theoretical contributions made by Césaire (2020), Ferreira (2017), hooks (2018), Nascimento (2019), et. al. [Received on: November 20, 2022 – Accepted on: December 15, 2022]
publishDate 2023
dc.date.none.fl_str_mv 2023-02-07
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
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dc.identifier.uri.fl_str_mv https://www.revistas.uneb.br/index.php/pontosdeint/article/view/15809
10.30620/pdi.v12n2.p169
url https://www.revistas.uneb.br/index.php/pontosdeint/article/view/15809
identifier_str_mv 10.30620/pdi.v12n2.p169
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.uneb.br/index.php/pontosdeint/article/view/15809/11135
dc.rights.driver.fl_str_mv Copyright (c) 2022 Pontos de Interrogação – Revista de Crítica Cultural
https://creativecommons.org/licenses/by-sa/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Pontos de Interrogação – Revista de Crítica Cultural
https://creativecommons.org/licenses/by-sa/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade do Estado da Bahia (UNEB) – Programa de Pós-Graduação em Crítica Cultural
publisher.none.fl_str_mv Universidade do Estado da Bahia (UNEB) – Programa de Pós-Graduação em Crítica Cultural
dc.source.none.fl_str_mv Pontos de Interrogação – Journal of Cultural Criticism; Vol. 12 No. 2 (2022): Dossiê: Revisitar Canudos, reinventar o Brasil; 169-183
Pontos de Interrogação – Revista de Crítica Cultural; Vol. 12 Núm. 2 (2022): Dossiê: Revisitar Canudos, reinventar o Brasil; 169-183
Pontos de Interrogação – Revista de Crítica Cultural; v. 12 n. 2 (2022): Dossiê: Revisitar Canudos, reinventar o Brasil; 169-183
2237-9681
reponame:Pontos de Interrogação (Online)
instname:Universidade do Estado da Bahia (UNEB)
instacron:UNEB
instname_str Universidade do Estado da Bahia (UNEB)
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institution UNEB
reponame_str Pontos de Interrogação (Online)
collection Pontos de Interrogação (Online)
repository.name.fl_str_mv Pontos de Interrogação (Online) - Universidade do Estado da Bahia (UNEB)
repository.mail.fl_str_mv revistaponti@gmail.com || osmar.moreira@uol.com.br
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