Análise de estudos de crenças sobre ensino e aprendizagem de línguas adicionais (inglês) no contexto brasileiro: uma abordagem decolonial

Abstract

The main objective of this research is to analyze the most recurrent beliefs about teaching and learning additional languages (being the acronym in Portuguese called CEALA) - specifically English - in the national context from a decolonial perspective. Understanding the beliefs that potentially inform and influence the CEALA of my students in my English language classes is one of the purposes of this investigation, in order to enable a decolonial project of reflection and awareness in the public school where I work. A total of 80 Brazilian studies were examined - which include theses, dissertations, articles and reports - in which the participants' CEALA were investigated contextually. Such studies were later grouped and classified chronologically (covering the period from 1995 to 2020) and the beliefs (explicit or inferred) present in them were listed and analyzed. Inaugurating a new contextual approach (Kalaja et al., 2017) of research in the area of beliefs, the CEALA present in the aforementioned works were examined according to a decolonial approach (Rajagopalan, 2003; 2022; Phillipson, 1992; Quijano, 2005; Maldonado-Torres, 2007; Mignolo , 2007; hooks, 2013; Kumaravadivelu, 2016; Pennycook; Makoni, 2020): we sought to understand the extent to which the most common beliefs in the country reflect a colonialist perspective. The results indicate that coloniality still intensely permeates the CEALA of Brazilians, evidencing a posture of submission and subordination in relation to English-speaking countries and peoples. Therefore, it is imperative that we carry out a decolonial turn (Mignolo, 2007) in our schools and other educational contexts, implementing a movement of resistance to the colonialist logic that still persists in additional language classes in Brazil