Banca de DEFESA: NAIARA SANTOS FELIPE COSTA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : NAIARA SANTOS FELIPE COSTA
DATE: 25/03/2024
TIME: 14:00
LOCAL: Sala de defesas - Instituto de Letras
TITLE:

What English is this I want to know: an Afroeducation plurilingual and decolonial at the Afro-Brazilian Maria Felipa School

KEY WORDS:

Bilingual Education. English Language Education. Decoloniality. Afrocentricity.

PAGES: 263
BIG AREA: Lingüística, Letras e Artes
AREA: Lingüística
SUBÁREA: Lingüística Aplicada
SUMMARY:

Given the growth of so-called bilingual schools in Brazil and the commercial and social impact
generated by this expansion, this paper focuses on an Afro-Brazilian school located in
Salvador, the blackest city outside of Africa, with the purpose of understanding the possibilities
of perspective others (Matos, 2022) for bilingual education in the country. In this scenario, the
main objective is to delve into the particularities of this educational context in order to
investigate how a decolonial and Afrocentric bilingual education is configured at that school.
The methodological approach is qualitative, with the ethnographic case study being adopted as
a research strategy. Class observations and semi-structured interviews with the pedagogical
team are used as research instruments, in order to generate data on the educational process and
pedagogical practices. The theoretical framework is composed of studies on Bilingual
Education (Megale, 2005, 2018, 2019; García, 2009; Liberali et al., 2022, among others)
Decoloniality (Gonzalez, 1988, 2018; Mignolo, 2007; Maldonado-Torres, 2016; Quijano,
1992; Carneiro, 2005; Bernardino-Costa, 2018; Grosfoguel, 2018; Fanon, 2008; Santos, 2001;
Gomes, 2018, Bispo Dos Santos, 2023, among others) and Afrocentricity (Nascimento, 2009;
Finch Iii , 2009; Mazama 2009; Asante, 2014; Noguera, 2010; Njeri, 2020, among others). In
this scope, I analyzed the bilingual (Portuguese-English) pedagogical proposal adopted by the
school, aiming at understanding the decolonial and Afro-centered concepts that guide the
teachers' pedagogical practices. To this end, the institution's Political-Pedagogical Project
(PPP) was also analyzed with the purpose of finding out how this document materializes in the
English language classroom. Finally, I reflected on “a linguistic education aligned with a
critical and insurgent perspective” (Mendes, 2022) in order to contribute to studies in the area
of Applied Linguistics with a focus on Bilingual Education.

COMMITTEE MEMBERS:
Externa à Instituição - ANTONIETA HEYDEN MEGALE
Presidente - 2615558 - CRISTIANE MARIA CAMPELO LOPES LANDULFO DE SOUSA
Interna - ***.648.905-** - TEREZINHA OLIVEIRA SANTOS - UFOB