Gênero sob uma perspectiva decolonial de educação linguística crítica

Abstract

This research aims to problematize and expand the debate about coloniality of gender in the context of critical language education in order to broaden the repertoires of reflection / action that enable the creation of spaces of insurgency, destabilizing and promoting ruptures in colonial gender relations. The path chosen for this purpose involved the realization of a course entitled Ensino de línguas e Diversidades, offered to academics of the language teacher education (Letras) at the Universidade Estadual de Goiás – Unidade Universitária de Itapuranga. My experience as a researcher and the documents generated during the course were converted into empirical material and comprise the discussions, reflections and problematizations of this study. In methodological terms, this study is part of the decolonial research gaps, marked by the intersection of praxiologies, methodological understandings and research practices that result in critical strategies to identify, interrogate and interrupt coloniality (MENEZES DE SOUZA, 2019a). Based on the empirical materials, I intend to reflect on the following questions: What reflections arise from the problematization of the coloniality of gender in teacher education? What repertoires of reflection / action were created based on the decolonial gender perspective? The reflections on these questions make it possible to infer that, problematizing the coloniality of gender in the context of critical language education can cause cracks and / or ruptures in the modern / colonial matrix cis- heteronormativity, responsible for guiding the intelligibility of gender performativity in modernity / coloniality. In this sense, understanding the performative dimension of language represented a rupture with traditionalist conceptions of language and opened up new possibilities of thinking about the close relationship between language and coloniality of gender.