Questioning and subverting colonialist practices in the classroom: critical needs analysis in teaching Portuguese as a Host Language
DOI:
https://doi.org/10.5007/2175-795X.2023.e92555Keywords:
Critical Pedagogy, Portuguese as a Host Language, Needs AnalysisAbstract
In the last 10 years, an increase of 24,4% in the annual number of immigrants registered in Brazilian territory (SANIELE, 2021) is estimated. Regardless of economic, political and social reasons that influence migration, it is possible to say that the teaching of Portuguese arises as an important tool for immigrants searching for job opportunities, education, and overall socialization. In this context, this article aims at discussing the importance of a critical perspective in the teaching of Portuguese for immigrants and refugees in Brazil. More specifically, we start from the discussion regarding the concept of host language (LOPEZ; DINIZ, 2019) to defend the importance of a type of language education based on social justice. Therefore, we introduce the main elements of critical pedagogy (FREIRE, 2005) and of critical pedagogy to language teaching (CROOKES, 2013) as possibilities for a pedagogical practice that resignifies the teaching of Portuguese in an attempt to avoid the reproduction of colonial practices of teaching. Based on a critical analysis of the needs of immigrants and refugees in the south of Brazil (MARCELINO, 2020), we highlight that the teaching of Portuguese should have the reality and needs of students as a starting point, as well as promote intercultural encounters that value their identities, histories and knowledge.
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