A pedagogia decolonial e a interculturalidade crítica: reflexões sobre o ensino de português como língua adicional no contexto multilíngue e multicultural da Guiné-Bissau

Abstract

This article aims to present and propose reflections on the teaching of Portuguese as an additional language (PLA), in the light of decolonial pedagogy and critical interculturality, in the context of Guinea-Bissau's linguistic and cultural diversity, as a way of contributing to improving quality of Guinean education and its adaptation to the linguistic and cultural profile of the students. Theoretically, the work is supported by studies of decolonial pedagogy and critical interculturality (WALSH, 2018; OLIVEIRA; CANDAU, 2010), among others. Regarding teaching the Portuguese language (ANTUNES, 2003; MENDES, 2011), it reflects on the contextualized teaching of grammar and teacher training in the intercultural and multilingual context. The research methodology was based on a qualitative approach, using bibliographic and documentary research as procedures. In the midst of these reflections, it seems to emerge that the teaching of the additional language, from a perspective of decolonial pedagogy and critical interculturality, can contribute to the appreciation of students' cultural and linguistic reality, as well as with reflective-critical teaching that forms citizens capable of respond to the demands of a local and globalized society, whose dynamics require the development of competence and ability to speak, negotiate and make decisions appropriate to the context in which the subject is inserted.

Keywords: Language teaching. Decolonial pedagogy. Critical interculturality.