Reflecting on Critical Language Education and the Common National Curricular Base

Kleber Aparecido da Silva,
Brian Morgan,
Walkyria
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Abstract

The central objective of this special edition is to present critical and/or decolonial studies and reflections in relation to the National Common Curricular Base - BNCC, starting especially from the vision(s) of Critical Applied Linguistics and Critical Education (SILVA; JORDÃO, 2021; SOUZA, 2021, 2019; RAJAGOPALAN, 2020, 2019; JORDÃO, 2019; PENNYCOOK; MAKONI, 2019; JORDÃO; MARTINEZ; MONTE MOR, 2018; MONTE MOR; MORGAN, 2014; DUBOC; FERRAZ, 2018; FREIRE, 1987; 19 80 [ 2001]). To this end, it will be organized around the following axes: i) Ethnographies of Language Policies in Brazil: critical discussions of the specificities of language policies in Brazil that reflect a “(neo)colonial matrix of power” (SANTOS, 2014): i.e. based on Northern/Metropolis/Eurocentric theories, knowledge systems and epistemologies; ii) Language Policy and Planning (LPP): critical analyzes of LPP initiatives that reflect economic oppression and neoliberal dependencies (e.g. native-spkearism, standard language ideologies, monolingualism, political economy of global publications via English journals and international rankings); iii) PPL bases (i.e. language and literacy/ASL ideologies, and curriculum) that contribute to inequalities and hierarchies based on race, gender, sexuality (e.g. language-ratio); iv) Language Policy Enactment (e.g. RAMANATHAN; MORGAN, 2007): the agency of local teachers in mediating or resisting policies. We hope that submissions to this thematic dossier will extend and advance our understanding of the BNCC in support of effective critical language education.

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