A dimensão multicultural no ensino de Inglês em uma perspectiva decolonial: experiências da Residência Pedagógica no Ensino no Básico.

Abstract

This study investigates the implementation of multicultural and decolonial pedagogical practices in English language teaching within the context of the Pedagogical Residency Program at the Teacher Training Center of the Federal University of Campina Grande (CFP/UFCG). The research adopts a qualitative exploratory methodology, based on a literature review on multiculturalism, decoloniality, and language teaching, to evaluate how these theoretical approaches can be integrated into pedagogical practice and contribute to teacher training. The study emphasizes the importance of Applied Linguistics in equipping teachers to address cultural and linguistic diversity in multicultural classrooms, highlighting the need for educational practices that not only teach English as a foreign language but also promote a broader and more critical understanding of different cultures. The theoretical foundation for this research includes contributions from authors such as Quijano (2005), Hall (1997), Canen (2000), Rajagopalan (2014), Magalhães (2012), among others. It is essential for contemporary education professionals to have early access to programs that contribute to both their practical skills and reflective thinking, enabling them to comprehend the scope and impact of the content taught in the classroom, and to ensure that it is meaningful, transformative, and emancipatory. This aligns with Paulo Freire's (1996) assertion that "Education, whatever it may be, is always a theory of knowledge put into practice, and as such, implies an understanding of humanity and the world. It implies critical and liberating knowledge." In the context of English teaching, the use of multicultural and decolonial approaches and content helps to value the cultures of the students themselves, as well as those of peoples who were marginalized and subjugated during territorial and psychological colonization.