Multiletramentos e interculturalidade sob a perspectiva decolonial: uma análise dos documentos institucionais sobre o ensino de língua inglesa no IFBA

Abstract

English language teaching faces significant challenges in meeting the demands of an increasingly multicultural and interconnected society, particularly due to the need to base it on historically situated social practices through critical and reflective approaches. In this context, this study aims to identify how the Federal Institute of Science and Technology of Bahia (IFBA) approaches the English language teaching in the High School level Technical Courses in Computing, based on the analysis of its official documents, in light of the concepts of multiliteracies and interculturality from a decolonial perspective. Furthermore, it discusses possible social and cultural engagement factors that may foster English teaching by a critical orientation. In this way, the theoretical framework is anchored in the theories of multiliteracies (Azevedo, 2021; Cope e Kalantzis, 2009; Cope, Kalantzis e Pinheiro, 2020; GNL, 2021; Lírio e Azzari, 2023; Rojo e Moura, 2019), discourse analysis (Gee, 2005, 2011), interculturality (Canclini, 2019; Candau, 2020; Freire, 1996; Street, 2007; Siqueira, 2021; Walsh, 2009, 2013, 2020) and decoloniality (Maldonado-Torres, 2007, 2019; Mignolo, 2005; Quijano, 2005; Santos, 2019). Methodologically, this thesis adopted a qualitative-interpretive research paradigm, which aimed to interpret data in light of social dynamics and meaning-making production within the researched context (Hatch e Yanow, 2003; Moita Lopes, 1994). Data were collected through documentary research (Cellard, 2008; Creswell, 2010; Flick, 2009), utilizing official sources that regulate English language teaching at IFBA, including the National Common Core Curriculum (BNCC), the Institutional Pedagogical Project (PPI) and the Course Pedagogical Plans (PPCs). Data analysis, supported by Discourse Analysis in a critical perspective, using the analytical dimensions proposed by Gee (2005, 2011), revealed that the documents predominantly conceive the English language teaching from a functionalist standpoint, aligned with hegemonic discourses. However, they also highlighted discursive positions that challenge these projections and point to possibilities for curricular transformation. Variations among PPCs indicate different levels of engagement with multiliteracies, interculturality, and decolonial perspectives. These findings suggest that, even in discourses marked by technical and instrumental rationalities, there are signs of openness to valuing the plurality of knowledge, identities, and cultures, as well as potential for problematizing power relations and including dissenting voices and counter-hegemonic perspectives. Thus, this thesis seeks to contribute to the discussions on English teaching and learning, focusing on educational practices that promote linguistic, discursive, social, and cultural engagement in inclusive, reflective, and critical ways.