Ensino de inglês sob o viés crítico-decolonial: Uma Análise do Documento Curricular do Tocantins para os Anos Finais do Fundamental

Abstract

This research aimed to analyze the official documents Tocantins Curriculum Document (DCT) and the National Common Curriculum Base (BNCC). To this end, a qualitative, interpretative, and documentary research approach was developed, theoretically grounded in a political and decolonial perspective. Methodologically, it is configured as a documentary analysis study, supported by the principles of Critical Applied Linguistics (CAL) and guided by content analysis. The focus was on understanding how the competencies and skills related to the teaching and learning of the English language are represented in the Tocantins curriculum, in dialogue with the BNCC, with the objective of verifying whether they are aligned with the decolonial perspective of teaching. Thus, this dissertation seeks to contribute to the field of language teaching through a critical reading of the curriculum, investigating how colonial discourses still influence pedagogical practices in English teaching and exploring alternatives for teaching practice in elementary education. The results of this study provided an understanding of the relationship between English language teaching and the Tocantins Curriculum Document, from a decolonial perspective, and showed that this document reproduces or challenges hegemonic ideologies. It was also found that the National Common Curriculum Base constitutes the guiding axis of educational policies, whose epistemological foundations still reveal a strong colonial influence. As a consequence of this framework, the Tocantins Curriculum Document tends to reinforce historically naturalized hegemonic logics. Given this scenario, the need to construct a truly decolonial curriculum, capable of problematizing these legacies and promoting other ways of thinking about, teaching, and learning languages, becomes evident.