O ensino de inglês decolonizado: traçando propostas para a interculturalidade nas escolas indígenas do povo Pankararu

Abstract

The aim of this research was to discuss decoloniality and interculturality in English classes in indigenous schools, presenting proposals for the elaboration and planning of classes that consider these perspectives and using examples from my experience in the performance of English courses for indigenous people at the Language Institute of UFSCar and my performance teaching English in the elementary school (final years) of the State Indigenous School Pankararus in the first semester of 2022. The motivation for this project comes from the perceptions about the challenges that are still part of the reality of English language teachers and also of indigenous schools in general, such as the lack of didactic materials that take into account the reality of indigenous communities, as well as the discussion of an English teaching proposal aimed at strengthening the culture and knowledge of these communities. As theoretical support, I highlight some important conceptions about interculturality, through the National Curricular Reference for Indigenous Schools - RCNEI (BRAZIL, 1998), discussions about decolonial strategies in language teaching with contributions from Pennycook (2008), among others. As an object of analysis, we used materials from the school organization itself and from the Department of Education of the State of Pernambuco. I conclude by presenting the contributions of this research to my education as a teacher and as an indigenous person, emphasizing its relevance for the expansion of the English language classes in indigenous schools from the perspective of decoloniality and interculturality.