Podem os(as) meninos(as) da ladeira aprender inglês? Um estudo de caso etnográfico em uma escola de periferia da educação básica

Abstract

This research aims to investigate a public school pervaded by stereotypes, exclusion and social vulnerability. In this sense, the main objective of this study is to discuss the contribution of Linguistic Education in English Language Teaching, as a practice of transformation and emancipation in a school community on the periphery of Caetité/Bahia, through the promotion of decolonial, intercultural and critical teaching strategies. The methodology applied is qualitative, and the ethnographic-based case study was used in order to have a holistic view of the educational institution, as well as to better understand the existential, symbolic and cultural dimensions of that place, historically known for violence, indiscipline, drug addiction, among many other adversities. The instruments and procedures for data generation in the initial phase of the research are the ethnographic notes of English classes routine in a Middle School classroom; application of questionnaires to English teachers, along with other school teachers and students; semi-structured interviews with English teachers and students; and, finally, documentary analysis on some school data. Thus, the discussion initially focused on Brazilian periphery and, consequently, the context of this research, a school located in the periphery of the city. Then, a panoramic view of educational public policies was outlined, from colonization to the present day, in order to understand the challenges of public education in Brazil. The study also aimed to discuss the population of this school, which is primarily composed of Black people, the poor, and the LGBTQIA+ community, in other words, a segment of society that is excluded and discriminated against. To this end, some subversive and non-conforming pedagogical proposals were outlined, challenging the traditional teaching model. Finally, an analysis of the data collected in this research was carried out. The results point to the crucial need to seek new ways for effective and meaningful English learning. The research data also suggests that teachers should reconsider their professional role by adopting a more critical and politicized stance, enabling them to become agents of change within their teaching context.