Os acadêmicos levantam suas vozes: discursos de hegemonia e resistência no ensino de inglês na Colômbia
DOI:
https://doi.org/10.17533/udea.ikala.v27n3a08Palavras-chave:
Colômbia, discursos de resistência, discursos hegemónicos, ensino de inglês língua estrangeiraResumo
Nos últimos anos, os estudiosos da elt na Colômbia têm se interessado pela importância do discurso para a disseminação das ideologias e das agendas. Como resultado, o número de estudos nesta área tem mostrado um crescimento sem precedentes. Entretanto, poucos estudos exploraram e analisaram simultaneamente ambos os aspectos a fim de mostrar não apenas os tipos de discursos hegemônicos que têm permeado o campo, mas também aqueles que surgiram recentemente em resposta a esta situação. Com estes elementos em mente, este artigo relata um estudo de caso qualitativo realizado com o objetivo de analisar os tipos de discursos hegemônicos e discursos de resistência que têm sido conhecidos no ensino da língua inglesa nos últimos anos na Colômbia. Após analisar os dados coletados, que consistem em artigos empíricos e teóricos e políticas lingüísticas emanadas do Ministério da Educação (MEN), os resultados mostraram que os discursos que giram em torno do bilingüismo (entendido como a relação entre inglês e espanhol), identidade e falantes nativos têm sido temas recorrentes no ensino da língua inglesa na Colômbia. Mas os resultados também indicam que, especialmente na última década, os pesquisadores do ensino da língua inglesa resistiram à dinâmica hegemônica promovendo um discurso alternativo que acomoda iniciativas em diferentes áreas do conhecimento. luz destes aspectos, recomenda-se continuar resistindo e promovendo uma agenda decolonizadora para que os discursos alternativas continuem a ganhar força no campo, como aqueles que reconhecem a incorporação de epistemologias que têm sido ignoradas ao longo da história.
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