Language Education in English in a Decolonial Pedagogical Perspective through Black Authored Literature and Other Media
Decoloniality; Teaching; English language; Black Authored Literature
The dissertation investigates the relationship between teaching English in basic education and in the Language and Literature with English course at the Federal University of Bahia through the analysis of curricula through the theoretical assumptions of documentary research (FONSECA, 2002). In addition, it autoethnographically analyzes English teaching experiences and, based on these inputs, proposes the construction of a pedagogical project for linguistic education in English (LI), promoting a decentering of the epistemologies of the global North by using literature by black authors and other media as didactic material referenced in the knowledge of the South. The spaces designed to implement this proposal are basic education, more specifically high school, and higher education, more explicitly, undergraduate courses in Language and Literature with English. This proposal is defined based on critical reflections on the teaching of English, coloniality (QUIJANO, 2002; 2007) present in predominant methods of English teaching (KUMARAVADIVELU, 2003) and based on the analysis of teaching experiences to students to which I alluded.