Uma proposta poscolonial para a produção de materiais didáticos para o ensino de português como língua adicional

Abstract

Although the latest processes of globalization, marked by space-time compression, have challenged the totalizing and dichotomous rationalities of modernity, nowadays we still experience practices that echo such rationalities and limit the performance of certain social actors (SANTOS, 2000). For instance, in the field of language teaching, specifically in Portuguese as an Additional Language textbooks, we identify effects of liberal multiculturalism, criticized by Maher (2007). Conceiving teaching materials as instruments of language policy, this article aims, as we focus on a didactic unit produced by us, to provide means for the operationalization of a postcolonial proposal. According to our analyses, the main resources mobilized in such operationalization are the following: (i) methodological order that starts from the concrete conditions of verbal interaction (BAKHTIN, 2004); (ii) transformation of absences into presences (SOUSA SANTOS, 2002); (iii) investment in language materiality; (iv) legitimation of Brazilian Portuguese, without assuming nationalist positioning that subordinates other Portugueses; (v) opening up of possibilities for educating the surroundings (MAHER, 2007).