Embracing Decolonial Practices in Language and Literatures Education

This article explores decolonial pedagogical approaches implemented by literature educators within the Brazilian educational milieu. It concentrates on tactics that disrupt the conventional chronological arrangement of literary genres. The featured educators integrate decolonial viewpoints into their methodologies, fostering an academic environment that surpasses Eurocentrism and challenges entrenched frameworks. The study underscores the formulation of alternatives to the instruction of Language and Literature, delivering a critical and more encompassing examination. Furthermore, it examines how these approaches contribute to shaping conscientious students adept at critically analyzing social and cultural issues. The article suggests restructuring Language and Literatures education to embody a more contemporary and diverse perspective rooted in a subversive rationale.