Práxis intercultural e decolonial entre estudantes brasileiros e venezuelanos no Ensino Médio

Abstract

The intercultural and decolonial approach, with regard to teaching practice and interaction between Brazilian and Venezuelan high school students, is based on dialogicity, values knowledge and seeks to expose the colonialities impregnated in social structures. The aim is to investigate: how intercultural and decolonial praxis takes place between Brazilian and Venezuelan high school students at a state school in the city of Boa Vista - RR. Methodologically, it results from a qualitative research approach, which is understood from the perspective of the participants in a natural environment and in relation to their context (Sampieri, 2014), encompasses the typology of action research (Brandão, 2006), associated with assumptions of decolonial approach research (Dussel, 1994, 1998; Freire, 1967, 2022, 2023; Grosfoguel, 2022; Silva Neto, 2020). The study used participant observation of first-year high school classes, free interviews with the teachers of these classes and with Brazilian and Venezuelan students aged between 15 and 17, as well as a field diary to record the information. The interpretation of the material collected followed the precepts of Critical Discourse Analysis, based on the authors Orlandi (2010) and Reguera (2008). Three central categories emerged from the theoretical-methodological process, considering the processes and conditions of language production of Brazilian and Venezuelan students in Spanish language classes and also in the interviews conducted. The analysis of the relationships established between languages and the subjects who speak them and the situations in which they are spoken revealed the constant coloniality of power, knowledge and being, which structures discursive practices, making them racialized. It also reveals the xenophobia introjected into student-student and teacher-student relationships.