Colonialité indélébile et decolonialité émergente dans des manuels scolaires d’anglais langue étrangère par des auteurs colombiens : une analyse critique du contenu
DOI :
https://doi.org/10.17533/udea.ikala.v27n3a07Mots-clés :
colonialité, interculturalité critique, décolonialité, materiaux d'ALE autrement, manuels d'ALERésumé
L'utilisation des manuels d'anglais par les auteurs colombiens en tant qu'instruments de subalternisation, l'instrumentalisation de la grammaire et des méthodes étrangères, et l'impérialisme d'une industrie de l'édition à vocation commerciale perpétuent les relations coloniales. Cet article présente une analyse critique du contenu de six manuels d'anglais langue étrangère (ALE) écrits par des Colombiens pour des éditeurs locaux et étrangers. Elle s'inscrit dans un paradigme socio-critique et comprend des entretiens avec quatre auteurs, six enseignants et deux éditeurs. Les résultats révèlent trois triades de critères décoloniaux : a) la triade des critères ontologiques remet en question la reproduction des croyances, des comportements, des valeurs et des idéologies étrangers ; b) la triade des critères épistémologiques subvertit les connaissances et les cultures dominantes du Nord et de l'Ouest ; et c) la triade du pouvoir résiste au discours global et néolibéral imposé par les méthodes, les programmes d'études, les matériaux, les tests standardisés, la formation et les variétés standardisées d'anglais. L'analyse montre également la persistance de traces coloniales dans les représentations du genre, de la race, de l'orientation sexuelle, des capacités et de la classe. La création de matériels d'apprentissage d'ALE dans une perspective critique confronte les manuels commerciaux, standardisés et donc colonisés, afin de construire des matériels d'apprentissage contextualisés et décolonisés, sensibles à la diversité culturelle. Cette entreprise académique invite les enseignants et les étudiants à adopter une position critique à l'égard des matériels d'anglais, de leur contenu, des activités et stratégies d'apprentissage, des méthodologies sous-jacentes, de l'iconographie, de la politique linguistique et des pratiques d'évaluation, et a exercer leur pouvoir afin de remettre en question l'hégémonie et de recréer des pratiques pédagogiques d'ALE situées.
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