<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932024000100424</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v29a2024e10495</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Práticas decoloniais no ensino de Língua e Literaturas: uma pesquisa com professores(as)]]></article-title>
<article-title xml:lang="en"><![CDATA[Decolonial practices in the teaching of Language and Literature: A study with teachers]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Russell]]></surname>
<given-names><![CDATA[Eduardo Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Souza]]></surname>
<given-names><![CDATA[Maria Inês Galvão Flores Marcondes de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Pontifícia Universidade Católica do Rio de Janeiro Departamento de Educação Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932024000100424&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932024000100424&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932024000100424&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo baseia-se em uma pesquisa que analisa práticas pedagógicas decoloniais adotadas por professores(as) de Língua Portuguesa e Literatura na educação básica, abrangendo tanto a rede pública, quanto a privada no contexto educacional brasileiro. O foco da análise está em estratégias que desafiam abordagens tradicionais, como a sequenciação cronológica dos estilos literários. Metodologicamente, trata-se de uma pesquisa qualitativa, que utilizou questionários e entrevistas semiestruturadas como instrumentos de coleta de dados. O recorte da pesquisa foi direcionado a professores(as) com formação avançada, que atuam predominantemente no Ensino Fundamental e Médio. Estes(as) docentes, selecionados(as) com base em seu alinhamento com a epistemologia decolonial, demonstraram, por meio de um questionário específico, incorporar perspectivas decoloniais em suas práticas, promovendo uma educação que transcende o eurocentrismo e desafia estruturas estabelecidas. As conclusões revelam a criação de alternativas ao ensino de Língua e Literatura, promovendo práticas pedagógicas críticas e inclusivas de caráter decolonial. Além disso, o estudo examina como estas práticas contribuem para a formação de alunos(as) conscientes e críticos(as) em relação a questões sociais e culturais, propondo uma reconfiguração do ensino de Língua e Literatura para refletir uma abordagem mais contemporânea e diversificada, pautada na lógica subversiva da decolonialidade.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Decolonialidade]]></kwd>
<kwd lng="pt"><![CDATA[Diversidade cultural]]></kwd>
<kwd lng="pt"><![CDATA[Educação]]></kwd>
<kwd lng="pt"><![CDATA[Inovação curricular]]></kwd>
<kwd lng="pt"><![CDATA[Pensamento crítico]]></kwd>
<kwd lng="en"><![CDATA[Decoloniality]]></kwd>
<kwd lng="en"><![CDATA[Cultural diversity]]></kwd>
<kwd lng="en"><![CDATA[Education]]></kwd>
<kwd lng="en"><![CDATA[Curricular innovation]]></kwd>
<kwd lng="en"><![CDATA[Critical thinking]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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