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

Autores

  • Eduardo Oliveira HENRIQUES DE ARAÚJO Universidade Federal de Pernambuco

DOI:

https://doi.org/10.5281/zenodo.7909723
Palavras-chave: Portuguese Language Teaching, Teacher training, Subaltern Knowledge, Epistemicide, Applied Linguistics

Resumo

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.

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Biografia do Autor

Eduardo Oliveira HENRIQUES DE ARAÚJO, Universidade Federal de Pernambuco

Professor at the Department of Letters at the Federal University of Pernambuco - DL/UFPE. PhD in Letters-Linguistics by Program in Letters/Linguistics at the Federal University of Pernambuco (PPGL-UFPE). Master (2016) in Letters-Linguistics  by the Post-Graduation Program in Letters/Linguistics of the Federal University of Pernambuco (PPGL-UFPE). Graduated (2014) in Literature/Portuguese from the Federal University of Pernambuco (UFPE).

Referências

HENRIQUES DE ARAÚJO, Eduardo Oliveira. Epistemological colonialities: Eurocentric teaching of portuguese language in mixed-race schools. Revista Letras Raras, Campina Grande, v. 12, n. 1, p. 48-62, apr. 2023.

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Publicado em

29 de abril de 2023

Como Citar

HENRIQUES DE ARAÚJO, E. O. Epistemological colonialities: Eurocentric teaching of portuguese language in mixed-race schools . Revista Letras Raras, Campina Grande, v. 12, n. 1, p. 42–68, 2023. DOI: 10.5281/zenodo.7909723. Disponível em: https://revistas.editora.ufcg.edu.br/index.php/RLR/article/view/472. Acesso em: 16 jun. 2024.

Seção

Artigos