LANGUAGE POLICY AND LANGUAGE TEACHING: RACIALIZED DECOLONIAL PROBLEMATIZATIONS ON MONOLINGUALISM IN TEACHER EDUCATION
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Abstract
In this work we aim to (re)discuss the monolingual concept in Portuguese Language Teaching, from decolonial references. In the development of this discussion, we mobilized the study of a qualitative approach, in the bibliographic modality through literature review and Letters course projects. The theoretical mobilization is based on the selected contribution regarding Language Policy, Language Education, Monolingualism and racialized decolonial References for the teaching of Portuguese language, based on the postulations of Lagares (2018), hooks (2013), Petit (2015), Moita Lopes (2013), Monteagudo (2012), Rajagopalan (2013), Nascimento (2019), Santos (2020), Mignolo (2003), Zolin-Vesz; Jesus (2017) among others/others. The discussions point to the need to (re)reposition Portuguese teacher training and teaching through a language concept that contemplates ethnic-racial diversity and different linguistic repertoires.
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