Epistemological colonialities: Eurocentric teaching of portuguese language in mixed-race schools

Abstract

From the year 2000 onwards, there was an expressive volume of research that advocated a new biography for the Portuguese language, in order to amplify the focuses of the constitutive narrative of the language, with the aim of revealing the plurality of its genetic chain. In this sense, as the miscegenation of Portuguese DNA becomes clear, it is demanded, in parallel, to place its identity prism in teacher training courses, so that the Eurocentric paradigm of the language, which proclaims it in a Roman, European, Judeo-Christian and Caucasian-white, be displaced from the positive fields of unique truths and gain a seat in epistemological decolonialities. To this end, this article will examine the power relations in the ethnic-racial syntax of the Portuguese language, culminating in this ingenuity with the investigation of the evaluative relativization that engenders the status quo of the cultural matrices that embody the teaching practices given to protagonism. in undergraduate courses and, therefore, in basic schools across the country. Therefore, based on studies by Sousa Santos (1995, 2010, 2018) on the epistemicide of non-Eurocentric knowledge, on the debate on linguistic racism promoted by Nascimento (2019), and on the journey through the childhood of Portuguese with Bagno (2016), it will be suggested discuss the school teacher culture, from its academic-scientific germinal and the reflexes of this genesis in the pedagogical exercise both of reproduction of the epistemological captivity of cultural Eurocentrism and of resistance and seal of subaltern knowledge and cultural decolonialities in the teaching of the Portuguese language. Under such an undertaking, the aim is to achieve a linguistic-educational reality that is adverse to the silencing violence of Brazilians' diversity and ethnic-cultural differences.