AMAZONIAN LANGUAGE AND DIDACTICS: BETWEEN COLONIALITY AND CULTURAL RESISTANCE (APPROACHES)
DOI:
https://doi.org/10.66104/kgzxsq57Keywords:
English Language Teaching; Amazon; Colonial Discourse; Decolonial Education; Cultural Representation.Abstract
The study addresses the conditions of production and the meanings attributed to English language teaching in the Amazon region, highlighting the influence of a colonial and standardizing logic in the development of textbooks used in public education. Works often produced by publishers from the Southeast of the country reflect an excluding vision that silences local realities and potentialities and promotes an exotic, commodified, and alienated narrative of Amazonian culture. The analysis points to the discursive silencing of riverside, indigenous, and peripheral urban populations, whose identities and subjectivities are ignored in the construction of content and reinforce the hierarchy of places and competencies. Furthermore, the materials point to stereotypes and simplified appropriations of biodiversity and traditional knowledge, linking the Amazon to the image of passive preservation and resources to be exploited by external interests, while excluding local scientific and technical protagonism. In this context, the text highlights the need for a decolonial pedagogy capable of deconstructing these discourses and promoting the valorization of cultural and linguistic diversity, fostering an education that dialogues with regional realities and enhances student autonomy. The role of the teacher emerges as a critical mediator, capable of transforming official material and stimulating the expression of the Amazonian subject in promoting English as a tool for resistance, cultural affirmation, and strengthening of local identities.
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