Uma composição cartográfica linguística : reflexos da colonialidade no processo de formação curricular da língua portuguesa

• Ano de defesa: 2024
• Autor(a) principal: Santos, Poliana Boone dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Ensino, Educação Básica e Formação de Professores; Centro de Ciências Exatas, Naturais e da Saúde; UFES; Programa de Pós-Graduação Ensino, Educação Básica e Formação de Professores
• Palavras-chave em Português: Decolonialidade; Currículo; Língua portuguesa; Ensino
• Link de acesso: http://repositorio.ufes.br/handle/10/18058

This research aimed to investigate how coloniality is established in the formation of the curriculum and the curricular practices of Portuguese Language in a state school located in the city of Alegre, in the interior of the State of Espírito Santo. Therefore, we decide on qualitative research, adopting cartography as a methodological tool. To outline this research, we employed semi-structured interviews, document consultation, field diaries, and conversation networks. The development of this text was shaped alongside powerful agents: the Portuguese Language teaching staff and a 9th-grade class from elementary school. Given the cartographic nature of this research, its analytical corpus is a processual composition, an integrating of the semi-structured interviews with the consultation of the National Common Core Curriculum, but mainly with the Curricular Guidelines of the State of Espírito Santo for the Portuguese Language discipline, as well as the students’ voices in the conversation networks. Regarding the theoretical framework, in outlining the theoretical reference for the study of language, we recognized the need for both a critical and decolonial theoretical approach. Moreover, we emphasize that this text is situated within the field of post structuralist research, and thus we seek to address the curriculum from a post-critical perspective aligned with a decolonial outlook. This research dialogues with authors from Critical Applied Linguistics, such as Lopes (2008) and Zolin-Vesz (2017), and from Decolonial Linguistics, notably Walsh (2009). Concerning decoloniality, our theoretical framework sources on the works of Mignolo (2008, 2017, 2020); Maldonado-Torres (2018); Fanon (2008); Quijano (2005), and in relation to curriculum studies, we interact with Alves (2013, 2014), Carvalho (2012), and Ferraço (2017). Thus, this study addresses the theme of coloniality and its intersections within the curriculum, influencing Brazilian linguistic education, particularly in the public sector, from a theoretical perspective that clearly opposes this phenomenon. That said, throughout our research, we observed that coloniality emerges through curricular constructions. However, we have noted subtle curricular contributions for minority groups, considering their struggle and resistance in favor of improvements through legal means. Regarding curricular documents such as the BNCC and the Curricular Guidelines from the State Department of Education, we found that external evaluations have played a significant colonizing role in teaching practices. Nevertheless, we emphasize the need for decolonial curricular practices, especially concerning Portuguese Language teaching, that focus on incorporating both linguistic and cultural diversity to break away from the Eurocentric epistemic hegemony