English Teaching and Learning in the Epistemic South: Racialization, Social Class and Exclusion
DOI:
https://doi.org/10.22409/gragoata.v28i60.53321Keywords:
Ensino de inglês, Racialização, DesigualdadeAbstract
This article contributes to discussions on racialization, social class and exclusion in English teaching and learning in Brazil. Its focus is the northern region, more specifically, the city of Parintins, in the Amazon, considered, in this article, as part of the epistemic south (SOUSA SANTOS, 2007). In addition to Sousa Santos (2007), authors such as Dias (2021), Pennycook (1998), Servelati (2021), among others, are part of the theoretical framework of this article. The article's methodology is based on qualitative, interpretative and discursive studies. We analyzed a Parintins English Teacher’s educational history, in a virtual interview. The results of the teacher's discourse analysis point to inequalities and injustices observed throughout his educational history, corroborating the notion of English language as a racialized practice.
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