Decolonialidade e identidades no ensino e aprendizagem de inglês: uma análise de discursos no estágio de regência

Abstract

The relationship between language and identity is of great relevance in the social sciences. And since language is the very expression of our identities and language teaching is marked by the reproduction of coloniality, delegitimizing knowledge and shaping the individual in his identity process, my aim in this work is to research the role of identity in the teaching and additional language learning process, as well as look into aspects that are part of the formation of identities of teachers and learners, based on the discursive textual analysis of narratives of teachers in training included in the context of the observation and practice internship, of the EAL teacher education undergraduate course at the Federal University of Western Pará, in the city of Santarém. I use decolonial thinking as the main guide for this analysis. At the end of this research work, I point out the importance of forming a counter-hegemonic resistance of the subjects, to enable them to repeal colonial thought through the appropriation of the colonizer's language to denounce, resist and thus subvert it, maintaining their national or local identities and sense of subjectivity.