Políticas e práticas multilíngues no ensino superior: uma exploração a nível nacional na Colômbia
DOI:
https://doi.org/10.17533/udea.ikala.357019Palavras-chave:
política linguística, multilinguismo, ensino superior, teoria crítica da raça, decolonialidadeResumo
Nas últimas duas décadas, as políticas de idiomas estrangeiros na Colômbia priorizaram o inglês em todo o sistema educacional, visando à competitividade internacional e à qualidade educacional. Essas políticas geraram preocupações entre os educadores, incluindo a estratificação do idioma, a mercantilização do inglês para os privilegiados, a adoção de padrões de referência estrangeiros, a implementação insuficiente de políticas e as limitações do modelo bilíngue inglês-espanhol em comparação com as perspectivas multilíngues. Inspirado na teoria racial crítica e na decolonialidade, este estudo qualitativo examina as políticas de ensino superior na Colômbia, concentrando-se em como elas abordam o multilinguismo e a diversidade sociocultural do país. O estudo explora as políticas linguísticas relacionadas ao acesso, à retenção e à graduação dos alunos; os requisitos linguísticos para o corpo docente; e a promoção de vários idiomas. A coleta de dados envolveu uma análise documental, entrevistas e pesquisas realizadas em 16 universidades de diferentes regiões do país. As descobertas sugerem a contínua disseminação de ideologias centradas no idioma inglês na maioria das instituições participantes, as invisibilidades que essas ideologias e práticas associadas geram nas universidades e algumas políticas emergentes que visam à promoção do multilinguismo. As recomendações emanadas deste estudo podem repercutir em universidades tanto na Colômbia quanto em outros países, especialmente naquelas em contextos semelhantes.
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