Interculturalidade, decolonialidade e representações no ensino-aprendizagem de língua adicional

Abstract

Based on the premise that language and society are intrinsically linked, the present work, inserted in the field of Critical Applied Linguistics (Kumaravadivelu, 2006; Rajagopalan, 2003), problematizes aspects related to sociocultural and linguistic diversity, representations, interculturality and decoloniality in the teaching-learning process for additional languages. Developed in a French classroom, in a public school from Rio de Janeiro, this participatory action research has as its main objective to investigate the possibility of (re)construction of students' social and linguistic representations, relating both to the Francophone universe and to that of the students, within the critical intercultural perspective. Its theoretical framework is based on studies regarding language and culture (Dourado; Poshar, 2010), critical interculturality (Candau, 2010; 2012; 2015; 2016; Oliveira; Candau, 2010; Walsh, 2009a; 2012), social representation (Jodelet, 2001; Moscovici, 2002; 2013 [2000]), linguistic representation (Calvet, 2000; 2002; Canut, 2000; Pereira; Costa, 2012) and decoloniality (Maldonado-Torres, 2007; 2023; Mignolo, 2014; Quijano, 2005; 2007; Walsh, 2009a; 2019). The research methodology adopted is that of participatory action research (Cardoso, 2016; 2023; Kemmis; Wilkinson, 2011), with an interpretative qualitative basis (Bortoni-Ricardo, 2008) and its procedures and techniques involve teaching practice, use of questionnaire, research diaries and interviews. The results indicate that linguistic and social representations of a stereotypical and colonial nature permeate the imagination of the participants and, as they are highlighted and questioned, they are complexified. The critical and decolonial intercultural approach demonstrated the potential to act on the reframing of these representations, through an interactional and dynamic process, marked by constant negotiations of meanings. Therefore, the treatment of representations, from the perspective of interculturality and decoloniality, appeared as an important approach to promoting critical training