Ensino de língua inglesa decolonial e antirracista: explorando caminhos na BNCC e DCT etapa do Ensino Médio

Abstract

The English language teaching–learning scenario, especially in Brazil, has presented new nuances as it is crossed by theoretical discussions that promote reflections on our practice. Although English is widely recognized as a lingua franca, it is necessary to problematize the way this language continues to operate as an instrument for the reproduction of the ideals of coloniality. Reflecting on this issue and investigating the BNCC (Base Nacional Comum Curricular) and the DCT (Documento Curricular Tocantinense), I sought to answer the following questions: Do the two documents contain references to theoretical concepts related to decolonial and anti-racist studies? If so, at what point do guidelines for decolonial and anti- racist English language teaching appear in the analyzed documents? What are the projections for language teaching and learning from a decolonial and anti-racist perspective, even if implicitly or not explicitly stated, within the analyzed documents? The objectives converge toward understanding how the official documents that guide upper secondary education, specifically the BNCC and the DCT (English language component), do or do not engage with a proposal for decolonial and anti-racist education. I also sought to observe whether there are explicit or implicit guidelines in this direction, how the competencies and skills outlined may contribute to critical teaching focused on racial issues and diversity, as provided for in Law 10.639/2003, and to map possible pathways through which these perspectives might be incorporated more consistently into pedagogical practice. This is a documentary study following a qualitative approach, based on an interpretivist reading. The study is grounded in decolonial and anti-racist perspectives developed by authors such as Quijano (2000), Mignolo (2005), Grosfoguel (2018), Maldonado-Torres (2008), and Gomes (2018), among others. As results, the analysis of the BNCC and the DCT of Tocantins allows us to answer the research questions as follows: first, it is observed that there are no explicit references in either document to theoretical concepts related to decolonial and anti-racist studies, particularly within the English language component. Second, when references to cultural diversity and the fight against prejudice do appear, these guidelines are presented in an implicit and generic manner, without indicating specific moments or concrete strategies for incorporating a decolonial and anti-racist perspective in English language teaching. Thus, although it is possible to identify implicit provisions that value linguistic plurality, cultural heterogeneity, and critique of discrimination, these mentions lack deeper development and systematization. This reveals a gap between official curricular documents and the urgency of pedagogical practices capable of breaking with curricular silences and promoting an education committed to social justice.