Representações de professores de língua portuguesa: problematizando concepções hegemônicas de língua e de letramento pelo viés decolonial

Abstract

In this paper we have the examination of Portuguese Teacher’s representations of a public school in High School, with the aim of problematizing the concepts of language and literacy that guide the practice of these professionals. Therefore, the theoretical-analytical apparatus is the contributions of Amorim (2014), Severo (2016), Pinto (2012), Mignolo (2005) and Santos (2007). The investigation involved three teachers from a public High School in a city located in Goiás’ countryside. Data were generated from narratives and interviews with these teachers. Based on the analyzes carried out, it can be seen that hegemonic conceptions of language are still rooted in the discourse of these teachers, which reflects in teaching practices of a monocultural nature; its evidenced representations are part of colonial discourses, marked by a hierarchical, eurocentric worldview (ALCÂNTARA, 2015). For this reason, we emphasize the indispensability of destabilizing such crystallized epistemologies through the constitution of a decononial political project in the training process of teachers.