Ensino de língua portuguesa: uma proposta de sequência didática  baseada nos estudos decoloniais

Atauan Soares de Queiroz; Edinei Carvalho dos Santos; Kelly Cristina Nunes de Oliveira; Maria Aparecida de Sousa; Valéria Gomes Borges Vieira

doi:10.21680/1517-7874.2018v20n2ID15500

PORTUGUESE LANGUAGE TEACHING:

Authors

Atauan Soares de Queiroz Universidade de Brasília http://orcid.org/0000-0001-5550-0756
Edinei Carvalho dos Santos
Kelly Cristina Nunes de Oliveira
Maria Aparecida de Sousa
Valéria Gomes Borges Vieira

DOI:

https://doi.org/10.21680/1517-7874.2018v20n2ID15500

Abstract

This work aims to realize a theoretical-practical exercise that involves the teaching of Portuguese Language based on the relationship language/identity/decoloniality. In this way, a dialogue is proposed between the studies of the School of Geneva (DOLZ, SCHNEUWLY, 2004) on didactic sequences (DS) and the decolonial studies (DUSSEL, 1994, GROSFOGUEL, 2016, MALDONADO-TORRES, 2007, MIGNOLO, 2006). Starting from this merger, an DS for High School is presented, based on the theme "Prejudice, identity and difference". The proposal, based on the conception of language as a mode of interaction, is potentially productive because it can help the student to develop both intercultural sensitivity and identity and citizen awareness, which can contribute to their empowerment and to building a more inclusive society.

KEYWORDS: didactic sequence; interaction; identity; decoloniality.

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Published

04-02-2019

How to Cite

DE QUEIROZ, A. S.; DOS SANTOS, E. C.; DE OLIVEIRA, K. C. N.; DE SOUSA, M. A.; VIEIRA, V. G. B. PORTUGUESE LANGUAGE TEACHING:. Revista do GELNE, [S. l.], v. 20, n. 2, p. 127–141, 2019. DOI: 10.21680/1517-7874.2018v20n2ID15500. Disponível em: https://periodicos.ufrn.br/gelne/article/view/15500. Acesso em: 22 dec. 2024.