“O português é uma arma para nós”: educação linguística intercultural em enquadre de guerra

Abstract

In this work, I (re)constitute the praxiological path of what I call intercultural language education with decolonial commitment in a frame of war. In this way, I present the concepts that underlie the course (omitted for blind review), which states in its political-pedagogical proposal the contextualization of all educational praxis in the dynamics of indigenous communities’ lives. I thus articulate the concepts of critical interculturality, transdisciplinarity and decoloniality as points of reference for the frame of war in intercultural language education. I outline a situated definition of intercultural language education with decolonial commitment, based on theoretical-analytical alternatives that problematize modern/colonial conceptions of “language” and generate other possibilities for thinking about language and teaching. I place this understanding in a frame of war, assuming it as what best characterizes the past and contemporary relations between indigenous and non-indigenous people in Brazil and, mainly, as a potential generator of epistemological and pedagogical effects. Finally, I present a pedagogical experience developed at a time when the covid-19 pandemic and Emergency Remote Teaching have become critical dimensions of the war faced by indigenous students and their peoples.