Ensino-aprendizagem de Português Língua Adicional: práticas pedagógicas translíngues e decoloniais em monitorias de conversação do curso Pré-PEC-G na UFMG

Abstract

Based on three monitoring of conversations carried out in the Pre-PEC-G course at UFMG and interviews carried out with the students, we, professors-researchers, seek to identify and analyze the colonialities present in the educator-student interactions, manifested by the coloniality of being . , knowledge and power (QUIJANO, 1992; MALDONADO-TORRES, 2019), in addition to creating listening environments to make the translingual manifestations (CANAGARAJAH, 2013) of students visible and encourage their oral practices. In the first monitoring, we encourage students to present examples of handicrafts from their countries of origin; in the second, about typical foods; and, in the third, about tourist attractions. As a result, we had the visibility of translingual manifestations, as well as the appreciation of diverse knowledge coming from the global South; critical reflection on the various colonialities; and the productive oral practice of students who learn Portuguese as an additional language.