Questões de Concurso

TEXT 1

The Decolonial Option in English Teaching: Can the Subaltern Act?

In this reflective article that straddles the personal and the professional, the author shares his critical thoughts on the impact of the steady stream of discourse on the native speaker/nonnative speaker (NS/NNS) inequity in the field of TESOL. His contention is that more than a quarter century of the discoursal output has not in any significant way altered the ground reality of NNS subordination. Therefore, he further contends, it is legitimate to ask what the discourse has achieved, where it has fallen short, why it has fallen short, and what needs to be done. Drawing insights from the works of Gramsci (1971) on hegemony and subalternity, and Mignolo (2010) on decoloniality, the author characterizes the NNS community as a subaltern community and argues that, if it wishes to effectively disrupt the hegemonic power structure, the only option open to it is a decolonial option which demands resultoriented action, not just “intellectual elaboration.” Accordingly, he presents the contours of a five-point plan of action for the consideration of the subaltern community. He claims that only a collective, concerted, and coordinated set of actions carries the potential to shake the foundation of the hegemonic power structure and move the subaltern community forward.

Excerpt extracted and adapted from: KUMARAVADIVELU, Bala. The decolonial option in English teaching: Can the subaltern act? TESOL Quarterly, [S.l.], v.50, n.1, p.66–85,2016. DOI: 10.1002/tesq.202. Available in: https://doi.org/10.1002/tesq.202.

TEXT 1

The Decolonial Option in English Teaching: Can the Subaltern Act?

In this reflective article that straddles the personal and the professional, the author shares his critical thoughts on the impact of the steady stream of discourse on the native speaker/nonnative speaker (NS/NNS) inequity in the field of TESOL. His contention is that more than a quarter century of the discoursal output has not in any significant way altered the ground reality of NNS subordination. Therefore, he further contends, it is legitimate to ask what the discourse has achieved, where it has fallen short, why it has fallen short, and what needs to be done. Drawing insights from the works of Gramsci (1971) on hegemony and subalternity, and Mignolo (2010) on decoloniality, the author characterizes the NNS community as a subaltern community and argues that, if it wishes to effectively disrupt the hegemonic power structure, the only option open to it is a decolonial option which demands resultoriented action, not just “intellectual elaboration.” Accordingly, he presents the contours of a five-point plan of action for the consideration of the subaltern community. He claims that only a collective, concerted, and coordinated set of actions carries the potential to shake the foundation of the hegemonic power structure and move the subaltern community forward.

Excerpt extracted and adapted from: KUMARAVADIVELU, Bala. The decolonial option in English teaching: Can the subaltern act? TESOL Quarterly, [S.l.], v.50, n.1, p.66–85,2016. DOI: 10.1002/tesq.202. Available in: https://doi.org/10.1002/tesq.202.

Text II

De-encapsulated Bilingual Education in Brazil: Multicultural Breakfasts and Translanguaging Kids

In Brazil, when we talk about bilingual education, we are talking about two very different realities. Children and youth from minoritarian and underprivileged groups such as immigrant, indigenous or deaf communities make up one group, as Antonieta Megale (2019) points out. The other is children of wealthy people who learn another language to further enhance their privileged participation in society. Brazilians seem to cultivate a notion of monolingualism and, although there are more than 200 languages spoken in the country (Maher,2013), they seem to be made invisible, which reinforces a denial of cultural diversity in the country (Monte Mór,2002). We believe that education should provide expansive new modes of effective participation in society to offer students the chance to increasingly develop forms of insertion in the world and means to transform their mobility. The expansion of mobility should imply the creation of language practices at school which can lead to the reflection of life through a large range of possibilities of understanding concepts, content and knowledge through diverse sources as well as through various semiotic resources and multiple languages. As part of the Global South, Brazilians must figure out ways of teaching in a multilingual perspective to lessen human suffering, as suggested by Ofelia García (2019). Thus, bilingual education in Brazil should involve breaking with modules imposed by educational parameters or cultural biases, which impose a mono-ideology that makes it difficult to move in the direction of a multi/ intercultural perspective. Turning to the challenges presented by globalization, especially in a country with extreme social differences such as Brazil, we must become critically aware of the ways in which schools position themselves regarding local and global issues. When teaching and learning practices enable connections between such issues and the learners’ different realities and needs, change and transformation are more likely to occur.

Aiming at showing how some schools in Brazil are striving to implement multicultural and multilingual practices, distancing themselves from the prescribed curriculum and the traditional separation between languages, we will describe an example taken from Multicultural Breakfasts, a research project carried out at Esfera Escola Internacional, a bilingual school in São José dos Campos, São Paulo, Brazil. The methodology was based on critical collaborative research (Magalhães,2011), in which researchers are included as active participants in the search for shared solutions. Discourse analysis was used to reveal how language was materialized in the participant’s interactions. Although the majority of the students at Esfera are Brazilian, about 15% are from other countries, thus creating a diverse linguistic landscape. Four teachers, coordinators and students made up the research group for the year. The school follows an inquiry-based curriculum, which is organized through transdisciplinary projects in the primary years. To begin their inquiries and provoke questions for exploration, the students read migration stories of children from around the world. They later explored their own family stories of travel and change, and connected them to how the Brazilian people were formed. Making room for further questioning and critical thinking, the students also looked at how migration movements have been affecting people and places in Brazil and the world today. As a performance task, the students invited their parents to breakfast at school, with typical dishes from their countries of origin, and presented their new understandings using different resources and the languages of their preference.

The Multicultural Breakfasts’ example helps us understand how dynamic language practices and de-encapsulation can support teaching and learning, while also enabling agency and social transformation. Ofelia García (2009, p.9) asserts that “Bilingual education in the twenty-first century must be reimagined and expanded, as it takes its rightful place as a meaningful way to educate all children and language learners in the world today.” She proposes that the dynamic language practices that take place in the social environment should have a place in bilingual schools, to enhance learning and transform conditions of social injustice. The complex networks of language practices in which children interact today are no longer supported by linear language instruction. Knowing how to interact dynamically and collaboratively in this new reality is a challenge faced by the new generations and, consequently, a goal for bilingual schools. The traditional notions of languages as distinct and pure systems should be replaced by fluid visions of language for a society in constant movement, as pointed out by Jan Blommaert (2012). When two or more people who don’t share a common language interact, they sometimes rely on language fragments or diverse semiotic resources to communicate. There is a scenario of intense mixture of languages, in which different repertoires are necessary.

Similarly, the dynamic framework (García,2009) considers language as repertoire, created through the lived experience of language (Busch,2012; 2015). It presupposes language not as something one owns, but as something one does. In this perspective, interaction is based on the integration and not separation of languages and resources, an understanding associated with the notion of translanguaging. In the Multicultural Breakfast sessions, translanguaging is made visible through the various resources mentioned by participants in their interaction with researchers, including, for instance, the use of technology to assist communication and understanding. Translanguaging is characterized by the interconnected ways in which individuals select and use their language resources from a unitary linguistic repertoire to negotiate and create meaning. Translanguaging can be understood both as a theoretical lens and a pedagogical approach, when teachers intentionally plan for and use fluid language practices in the classroom. In this sense, translanguaging also lends itself to de-encapsulation, according to Sara Vogel and Ofelia García (2017).

The distance between how the curriculum is presented in schools and how it can be explored in real life has motivated studies in the field of de-encapsulation (Liberali et al.,2015, Liberali, 2019b). Traditionally, schoolwork generates individual changes in ways of knowing and being. From the perspective of de-encapsulation, these changes occur collectively and through a variety of cultural artifacts. This process of de-encapsulation allows for school curriculum to be understood as opportunities for problem posing and solving, creating enhanced possibilities for learning outside of the disciplines, the teaching resources and the school itself (Liberali 2019a,2019b). De-encapsulation builds on the notion of an ecology of knowledges (Santos,2006) as central to environments where creativity, innovation and transformation flourish. De-encapsulated practices challenge pre-established truths and value multiculturalism, through an open and continuous process of construction and deconstruction, which results from the interactions between people of different cultural backgrounds. It is not limited to the acceptance of various cultures but is characterized by a movement of appreciation and approximation between them, a disposition which should also be addressed in schools (Freire,2003). The Multicultural Breakfasts project can be viewed through the lens of de-encapsulation, as it aimed to approximate learners to the real world, through events that connected to the reasons for exploration and immigration. While exploring these concepts collaboratively, learners also learned about the formation of the Brazilian people and addressed national standards. De-encapsulation is not only about creating context and connection, but also how different perspectives are valued, in an intentional effort to create meaning and enable agency and transformation.

CLEMENSHA, S.; LIBERALI, F. De-encapsulated Bilingual Education in Brazil: Multicultural Breakfasts and Translanguaging Kids. ReVista,19 (2),2020. Available at: https:// revista.drclas.harvard.edu/de-encapsulated-bilingual-education -in-brazil. Retrieved on: January 6,2026. Adapted.

Text I

African schools gear up for the AI revolution

The emergence of cheap or free AI tools is being eagerly embraced by those with smartphones and the ability to get online. As governments and legislators struggle to get their heads around the implications of this powerful technology and work out how to bring in regulations for its safe use, millions of people are enjoying its ability to save time, helping them to transforming raw data into essays, exam answers, or, with a bit more work, even videos and podcasts.

Even in developing countries where electricity and internet access is limited (it’s estimated that over 570 million people in Africa lack electricity), there is enthusiasm for the potential of AI. In the Democratic Republic of the Congo (DRC), for example, a nation riven by internal conflict, poverty and vast inequality, educators are seeing the impact of AI. “It is obvious that our country is lagging behind in terms of new technologies for one reason or another, ” says Benjamin Sivanzire, a teacher in Beni, North Kivu Province. “Many parts of the DRC do not even have traditional methods of communication, or even radio or television.” However, even though Mr. Sivanzire and his students are not yet able to make use of AI in their classes, they are seeing it being used in the wider culture, often in a negative way, to manipulate public opinion. The teacher underlines the importance of educating people to distinguish between verifiable information and lies. “There are videos created by artificial intelligence that show images that are not real and have been created for propaganda purposes, ” he explains.

One concern that is frequently raised is the extent to which the development of AI tools is concentrated in the hands of a relatively small group of people. Farida Shahid, the independent Special Rapporteur on the right to education, shares these concerns. “AI algorithms are being made by individuals who often sit in a particular location, such as Silicon Valley, where the people who make and test them have their own biases, ” she says. “Often the algorithms don’t do well at recognizing people with dark skin. They also have great problems with people who are autistic and don’t like looking into cameras. “Another example is the UK where, recently, an AI program was used to grade exam papers. This led to decisions that were biased against people from certain ethnic backgrounds. We really need to look at this issue more closely, starting with the human rights perspective, and I think that’s where the U.N. role comes in: if you increasingly rely on AI as the source of verification, you’re going to have problems because you are using a framework which privileges white males, and doesn’t reflect the whole gamut of people’s lives and experiences”.

The urgent need to expand the developer talent base has been identified by the UN as central to ensuring that a wide variety of voices are heard in the “EdTech” (educational technology) space. Shafika Isaacs, the head of technology and AI at the UN agency for science, technology and education (UNESCO), says that the number of African EdTech startups has been mushrooming in recent years, with entrepreneurs experimenting with the AIenabled digital tools which could support learning and teaching across many different contexts, including in African languages, and local dialects. “I’ve personally engaged with a startup that matches high school students to career pathways, including choosing the right university, community college or even entrepreneurship program. They have seen strong results because of their focus on children in underprivileged contexts and schools. Tech startups have also looked at developing AI-enabled mobile apps, including chat bots, that can support teachers in teaching literacy or teaching mathematics. “The challenge is that there’s often a disconnect between the public education system and tech startups. We need educators to be proactive in engaging with those developing tools, and we encourage students and teachers to learn how to create and design technologies that are relevant to their linguistic and cultural contexts.”

Many African governments are keen to adopt national AI strategies and integrate AI into their national policies on technologies in education. In Côte d’Ivoire, where AI is already being widely used in the private sector, Mariatou Koné, the Minister of Education, says that the country’s education system is undergoing a transformation, following a 2022 review which recommended a digitalization strategy. “We have put in place initiatives to ensure that everyone is aware of the issue of AI. It can provide individual learning programs, and help struggling students to improve, ” said Ms. Koné. “However, we are worried about potential abuses. We have to be able to protect personal data and ensure that learners are aware of the potential dangers.” The Minister agrees that, in order to guard against bias, the pool of engineers building AI tools needs to be expanded. “We need the right tools, adapted to the African context, to the Ivorian context. We have our own history, our own heritage. If we create our own industry, it has to be adapted to the realities of Côte d’Ivoire.”

Available at: https://news.un.org/en/story/2025/01/1159621. Retrieved on: January 6,2026. Adapted.