“Quem aprende a escrever, conhece o peso da caneta”: análises críticas e proposições insurgentes para a construção de um currículo baseado nas relações étnico-raciais no Instituto Federal do Paraná”

• Ano de defesa: 2025
• Autor(a) principal: Santiago, Paloma Virgens
• Orientador(a): Cazumbá, Renailda Ferreira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Feira de Santana
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: DEPARTAMENTO DE EDUCAÇÃO
• País: Brasil
• Palavras-chave em Português: Currículo; Relações étnico-raciais; Educação profissional; Ensino de língua inglesa; Escrevivência
• Palavras-chave em Inglês: Curriculum; Ethnic-racial relations; Professional education; English language teaching; Escreviências (Writing experiences)
• Área do conhecimento CNPq: EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: http://tede2.uefs.br:8080/handle/tede/1948

English language teaching in Brazil continues to be structured around Eurocentric and whitened practices that reinforce the idea of linguistic neutrality and the image of an ideal speaker as white, European, or North American. In response to this issue, this dissertation aims to analyze how the official documents from the Paranavaí and Paranaguá campuses of the Federal Institute of Paraná (IFPR) reveal (or not) an education committed to ethnic-racial relations in English language teaching, with a view to proposing insurgent curricular pathways. The research is grounded in autobiographical writing through escrevivência, a theoretical-methodological approach based on my lived experiences as a Black woman, teacher, and researcher occupying the spaces under analysis. It also draws on the voices of Black intellectuals such as Djamila Ribeiro (2019), Nilma Lino Gomes (2005), Sueli Carneiro (2005), Chimamanda Adichie (2019), bell hooks (2013), Bárbara Carine (2023), Aparecida Ferreira (2024), among others. The methodological path is based on content analysis, as defined by Bardin (1977), and is structured into three phases: pre-analysis, material exploration, and results treatment. The documents examined include the Political-Pedagogical Projects (PPP), Course Pedagogical Projects (PPC), and English language teaching plans of the aforementioned campuses. This analysis enabled the construction of categories organized around three axes: (1) the presence or absence of affirmative action policies; (2) the implementation of Laws 10.639/03 and 11.645/08; and (3) the misalignment of teaching plans with the National Curriculum Guidelines. The results point to significant gaps in the implementation of an antiracist curricular proposal, revealing pedagogical practices that remain far removed from legal frameworks and from the recognition of ethnic-racial diversity. Based on this diagnosis, this study proposes the construction of an insurgent curriculum inspired by the work of Santos (2021), recognizing the knowledge and bodies of Black students as central to the educational process. By articulating escrevivências, critical analysis, and theoretical frameworks committed to social justice, this dissertation outlines pathways to deconstruct English language teaching as a Eurocentric practice, reaffirming the potential of education as a tool for social transformation.