Representações étnico-raciais no ensino e aprendizagem da Língua Inglesa: uma análise de livro didático.

Abstract

In this research, we analyzed some units of English language textbooks, the Conexões & Vivências collection (2020), and the single books Joy! (2020) and Anytime (2020), to verify the existence of representations of Afro-descendant culture and its roots and if it has sufficient explicitly anti-racist agendas. During the analysis, we considered the images of the selected units, the texts, and proposed activities, to confirm whether or not they contemplate ideas that can combat racism and represent black people equally. Such research started from the assumption that these guidelines need to be inserted in schools in an interdisciplinary way, as the law 10639/2003 requires. In addition to the law, the Base Nacional Comum Curricular (BNCC, 2018) also supported this work, as well as the contributions of some theorists such as Leffa (2016) and Hooks (2019), who inspired the teaching English history development and Hearter and Barbosa Júnior (2013), who guided the analysis of the content of the books. Finally, the research reveals that we are facing significant developments towards a less prejudiced education but that textbooks need to be less silent and more direct about discussing racial guidelines.