Colonialidade indelével e decolonalidade emergente nos livros escolares de ensino de inglês língua estrangeira de autores colombianos: uma análise crítica do conteúdo
DOI:
https://doi.org/10.17533/udea.ikala.v27n3a07Palavras-chave:
colonialidade, interculturalidade crítica, decolonialidade, livros didáticos de ensino de inglês, materiais didáticos de ILE otherwiseResumo
O uso de livros escolares em inglês por autores colombianos como instrumentos de subalternização, a instrumentalização da gramática e dos métodos estrangeiros e o imperialismo de uma indústria editorial de orientação comercial perpetuam as relações coloniais. Este artigo apresenta uma análise crítica de conteúdo de seis livros-texto de inglês língua estrangeira de autoria colombiana para editoras locais e estrangeiras. Foi enquadrado dentro de um paradigma sócio-crítico e incluiu entrevistas com quatro autores, seis professores e duas editoras. Os resultados revelam três tríades de critérios descoloniais: a) a tríade de critérios ontológicos desafia a reprodução de crenças, comportamentos, valores e ideologias estrangeiras; b) a tríade de critérios epistemológicos subverte os conhecimentos e culturas dominantes do Norte e do Ocidente; e c) a tríade de poder resiste ao discurso global e neoliberal imposto através de métodos, currículo, materiais, testes padronizados, treinamento e variedades padronizadas de inglês. A análise também mostra a persistência de traços coloniais nas representações de gênero, raça, orientação sexual, habilidade e classe. A criação de materiais de inglês língua estrangeira a partir de uma perspectiva crítica confronta livros de texto comerciais, padronizados e, portanto, colonizados, a fim de construir materiais de ensino do inglês contextualizados e descolonizados que sejam sensíveis à diversidade cultural. Este empreendimento acadêmico insta professores e alunos a tomarem uma posição crítica em relação aos materiais em inglês, seu conteúdo, atividades e estratégias de aprendizagem, metodologias subjacentes, iconografia, política linguística e práticas de avaliação, e a exercer sua agência a fim de desafiar a hegemonia e recriar práticas pedagógicas situadas no ensino do inglês.
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