Educação em língua inglesa na BNCC: diretrizes para práticas discursivas multimodais ou para uma colonialidade da linguagem? De uma análise documental à investigação da prática docente

Abstract

T he expansion of the English language has been significant in r ecent decades, driven m ainly by technological advancements and globalization. Its growth and linguistic diversification increasingly reflect the influence of various speakers worldwide, e nriching the language with a wide range of linguistic and cultural r e pertoires. Recent r esearch has emphasized the importance of English language teaching centered on s ocial practices and discursive and multimodal elements, which are culturally a ssociated with contemporary language use. This approach is essential to provid i ng students with a citizenship -oriented education that promotes justice and equality. I n t he context of Brazilian education, language teaching, especially English, has sought t o move beyond a traditional, uniform, and monotonous approach, making room for diversity, creativity, and the appreciation of new identities. As a result, curriculum r eforms and language policies have produced documents that regulate Basic E ducation, the most recent being the 2018 BNCC ( N ational Common Curricular Base ). T his normativ e document not only addresses the pedagogical aspects of education but i s also shaped by power relations, political influences, and ideological perspectives. Given this scenario, based on our theoretical framework ( NEW LONDON GROUP, 1 996; KALANTZIS et al ., 2020; HODGE; KRESS, 1988; KRESS, 2010; QUIJANO, 2 007; VERONELLI, 2021; entre outros) , we seek to investigate whether the BNCC’s n ormative guidelines for the English Language Curriculum Component guide English l earning in a way that fosters a discursive-m ultimodal and critical linguistic education or, conversely, reinforce a colonialist vi e w of the language. Additionally, the research a nalyzes the impact of these guidelines on the teaching practices of English teach ers i n São Mateus/ES and on the development of the Bridges (2022) textbook. T o this end, t his exploratory and qualitative study was conducted through document analysis and a n online questionnaire consisting of closed -e nded and dichotomous questions. The o bjective was to examine the theoretical foundation and learning guidelines ad o pted b y the BNCC, as well as their implications for teaching practices and the development of Bridges. O ur analyses reveal that, despite the BNCC’s attempt to deterritorialize E ng lish and acknowledge the presence of diverse linguistic and cultural repertoires, it a dopts a neoliberal perspective, promoting learning through a technical and structural a pproach to the language. This learning framework challenges textbook authors, c onsidering the contributions of contemporary language studies, and consequently, n egatively impacts the teaching practices of the interviewed educators.