THE TEACHER OF ENGLISH LANGUAGE AND THE QUILOMBOLA STUDENT: CRITICAL LITERACY AND TEACHER TRAINING
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Abstract
This paper’s aim is to understand how the Teacher of English as a Foreign Language (EFL) is able to strengthen the ideological speeches of quilombola pupils inside the classroom, contributing for politics and practices of social equality to an anti-racist teaching. It aims at studying the question of the formation of Teachers of EFL in the perspective of race and ethnicity, and also at thinking about the work done in classroom by such teachers, which must be a work that understands the empowerment of the teacher over the pupils, and how this power must be guided by the racial and ethnic relations in the EFL classes and the school as a whole, once school is an environment of power (APPLE, 2002) and the teacher becomes instrument of validation of this power through the hierarchy in the process of teaching. This paper is characterized as a theoretical reflection of bibliographical type, part of a Master’s Degree dissertation still in progress.
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