Resumen

RUSSELL, Eduardo Silva  y  SOUZA, Maria Inês Galvão Flores Marcondes de. Decolonial practices in the teaching of Language and Literature: A study with teachers. Educ. Puc. [online]. 2024, vol.29, e2410495. ISSN 2318-0870.  https://doi.org/10.24220/2318-0870v29a2024e10495.

This article analyzes decolonial pedagogical practices adopted by literature teachers in basic education, both in public and private schools, within the Brazilian educational context. It focuses on strategies that challenge traditional approaches, such as the chronological sequencing of literary styles. The research, based on semi-structured interviews and thematic data analysis, targeted teachers with advanced training who primarily work in elementary and high school education. These teachers were selected for their alignment with decolonial epistemology, incorporating decolonial perspectives into their practices, promoting an education that transcends Eurocentrism and challenges established structures. The study highlights the creation of alternatives to the teaching of Language and Literature, providing a more critical and inclusive analysis. Additionally, it examines how these practices contribute to the formation of students who are conscious and capable of critical thinking about social and cultural issues, and proposes a reconfiguration of Language and Literature teaching to reflect a more contemporary and diverse approach, grounded in the subversive logic of decoloniality.

Palabras clave : Decoloniality; Cultural diversity; Education; Curricular innovation; Critical thinking.

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