Desafios políticos ao currículo de inglês em uma perspectiva decolonial: um estudo no Pré-Vestibular Comunitário Saber para Mudar em 2014 e 2015

Abstract

The research discusses the political tensions that permeate English language teaching in the Popular Pre-Vestibular Saber para Mudar and how these tensions unfold from the perspective of coloniality. Thus, the research focuses on the problem of global coloniality, proposed by theoreticians such as Mignolo (2001), Grosfoguel (2008) and Castro-Gómez (2007), and how it has been reflected in the English curriculum, understanding the language, in the perspective of Moita Lopes (2008), as "frontier language", because, while allowing access to hegemonic ideas and values, it allows the construction of counter-discourses. We dialogue with authors like Foucault (2010), through the theory of knowledge and power, and Berenblum (2003), regarding linguistic confinement as a state policy for the construction of national identities. In order to highlight the issue of the curriculum, the research is based mainly on Moreira and Silva (2002), Walsh (2013), Candau (2013), Macedo (2006) and Lopes (2006). Based on authors such as Moita Lopes (2008; 2003), Monte Mór (2012) and Jordão (2004; 2011), it is discussed in the research the teaching of English and its contradictions. The research has a brief analysis of social movements in the context of popular education projects, because it is from this relationship that the movement of the Popular Pre-Vestibular emerged. To do so, we are based on authors such as Sader (1988), Freire (1976; 1987), Arroyo (2012) and Santos (2006; 2008). In the scope of qualitative research, the methodological resources used are the semi-structured interview, in the light of the Exploratory Practice approach, according to authors such as Miller (2012, 2008, 2004), Allwright and Hanks (2009) and Ewald (2015). From the analysis of interviews, it was possible to reach the following conclusions: the English language, at Saber para Mudar, was perceived as a intimidating language, even though it is present in the Brazilian curriculum since the second segment of Elementary School a possible reflex of the colonialist ideology which says that only middle and/or high class students would be able to master this language; and the non-explicitness of a militant position can generate, in the Saber para Mudar, apathy and skepticism that only collaborate with the predominance of archaic and segregating practices.