English language education and decoloniality: reflections and practices in the university context

Abstract

ABSTRACT: The teaching English in the Faculty of Arts Courses often reproduces a hegemonic vision that can reinforce anglophone cultural domination. In the university context, especially in the 6º period of a literature Course at a state university in the interior of Goiás, the need arises to reevaluate and transform these pedagogical practices in light of the principles of decoloniality. This article explores reflections and practices related to the decolonization of English language education, highlighting how these approaches can be implemented in the university curriculum to promote a more inclusive and equitable education. Through a critical analysis of current educational practices and the experiences of teachers and students, the study investigates how the decolonial perspective can influence language teaching, addressing aspects such as cultural diversity, the cultural diversity reviewing curricular content and adapting pedagogical methodologies. The objective is to highlight the possibilities and challenges faced in implementing these practices, offering insights into constructing a more plural and reflective academic environment. This article contributes to the discussion on the need for a critical approach to English language teaching, providing recommendations for an education that values ​​and respects cultural and linguistic diversity, and promoting a significant change in the training of future educators.