A literatura como alternativa para práticas decoloniais no ensino de inglês: Um estudo autoetnográfico sobre experiências de uma professora de estágio supervisionado

Abstract

This article addresses my experiences as a professor of the Supervised English Teaching Practicum I course between 2012 and 2019 through the analysis of course descriptions. The analysis aimed to unveil the purposes and principles that guide this course and to articulate the teaching of English to literature under the assumptions of Critical Applied Linguistics. To this end, this article draws on autoethnography as qualitative research, which allows for subjectivity and immersion in personal experiences in a decolonial perspective. The theoretical fabric developed in the article is a demonstration and a defense of decoloniality that promotes the de-hierarchization in scientific research, which favors the rigor of the method over the plurality of knowledge that emerges when subjectivities are enunciated. The results demonstrate that the theoretical choices in the planning of the Supervised English Teaching Practicum I course were initially guided by an emphasis on methods and on theoretical assumptions of authors aligned with Coloniality. They also show that decolonial principles gradually fall into the theoretical scope of the course. For that, literature appears as a propitious resource in the establishment of decolonial practices in the teaching of English.