ReORÍentações rumo à educação linguística antirracista: formação docente e a implementação das Leis n. 10.639/03 e 11.645/08 nas aulas de línguas adicionais

Abstract

The Laws nº 10.639/03 and 11.645/08 represent a legal framework that determines the mandatory teaching of African, Afro-Brazilian and Amerindian histories and cultures in Brazilian schools. Although the struggle for the implementation of the aforementioned laws has been building a place of visibility for the histories, struggles and cultures of both the African descent and the American Indigenous peoples, studies indicate that this space seems to be non-existent when we think about the teaching-learning of languages in different contexts (Ferreira, 2004; 2006; 2007; 2011; Melo, 2015; Souza Neto, 2024). The general objective of this study is to promote linguistic education, more specifically in the context of teaching and learning additional languages, committed to racial, epistemic and social justice in public basic education. From a methodological point of view, this is a qualitative research study based on the interpretative paradigm. This participatory action research has as its research context the classroom of LAs in the public school system of the city of Rio de Janeiro. It has been used the following instruments for data construction and analysis: the theoretical framework of my references and the resulting educational actions; forms filled out by additional language teachers in public basic education; and semi-structured interviews aimed at investigating to what extent they not only know these laws, but also see themselves as their agents in daily pedagogical practices. The focus of this study is both on the process and the search for understanding the “meanings that social actors involved in pedagogical work give to their actions” (Bortoni-Ricardo, 2008). The theoretical framework is anchored in official documents on those laws, in academic-scientific production that addresses anti-racist education, as well as in research in the field of Applied Linguistics focused on the intertwining between language and race (Ferreira, 2015; Muniz, 2016; Nascimento, 2019). The results indicate the need for initial and ongoing training so that teachers of additional languages can acquire more in-depth knowledge not only about the social-historical process of those laws, but also about their relevance to combating racism and defending racial equity. More specifically, regarding the implementation of laws, it was possible to conclude that, at times, there is a “follow the law” stance without necessarily having an ethical-political commitment to the anti-racist struggle. Furthermore, the data, in general, point to a greater visibility of Law nº 10.639/03 to the detriment of Law nº 11.645/08