Multiletramentos com o Portal Inter@ge Professor: proposições ao ensino de língua portuguesa na perspectiva da decolonialidade

Abstract

The present work aims to show the availability of access to digital technologies and the dissemination of didactic propositions with the teaching of the Portuguese language from the perspective of decoloniality.The study is based on the need to rethink the teaching of the Portuguese language, as a way to break the colonizing patterns that are still present in our schools.Through the studies of cultural and linguistic diversity present in society and the uses of multiliteracies, we can expand these new pedagogical practices in teaching.In this sense, we developed a qualitative research of the bibliographic and documentary type, in which we analyzed proposals of decolonial didactic projects aimed at the teaching of Portuguese language from the digital platform Portal Inter@ge Professor, produced by undergraduates of the Letters course at the State University of Maranhão - UEMA / Balsas Campus.As a general objective, we have the following: to analyze how the didactic proposals produced from the course Decolonial Thinking: intercultural turns in educational practice, available on the Inter@ge Professor Portal, can provide an opportunity for education from the perspective of decoloniality with Portuguese language teaching. And as specific objectives we have: (i) indicate how many and what are the didactic proposals, from the perspective of decoloniality with Portuguese language teaching produced in the course; (ii) investigate whether and how didactic proposals from the perspective of decoloniality with Portuguese language teaching can contribute to teacher training education; for anti-racist, equitable and less oppressive education; (iii) discuss how the authors of the didactic proposals value decoloniality and multiliteracies in Portuguese language teaching. Therefore, situated in the indisciplinary/ transgressive field of Applied Linguistics (LA), Moita Lopes (2006) with the decolonial perspectives of being, knowledge and power, Quijano (2005); Maldonado-Torres (2007); Mignolo (2003); Dussel (2017), we seek grounds to problematize the topic of teacher training and their (multi)literacies, based on practices and research in the area of languages in, for and beyond school. We also highlight the need for there to be few studies on research practices related to teacher training (initial and continuing), focused on decolonial studies, such as the Decolonial Thought course.