Teaching English in Brazil from an anti-racist perspective
Autor(a) principal: | |
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Data de Publicação: | 2023 |
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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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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 |
status_str |
publishedVersion |
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) |
instacron_str |
UNEB |
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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1797042191982395392 |