Abstract
The aim of this article is to discuss the concepts of coloniality and decoloniality in the teaching and learning of German as an additional language. From this perspective, we understand the importance of our references and the need for materials and textbooks that include representativeness and dialog with the experiences of learners (MATOS 2020MATOS, Doris C. V. da S. Decolonialidade e currículo: repensando práticas em espanhol. In: MENDONÇA E SILVA, C. A. América latina e língua espanhola: discussões decoloniais. Campinas: Pontes Editores, 2020, 93-115. , SILVA 2019SILVA, Christina W., Förderung des kritischen Denkens und des Fremdverstehens im DaF-Unterricht am Beispiel von Texten aus deutschen Straßenzeitung. Info DaF, v. 46, 601-602, 2019. , FREIRE 2011FREIRE, Paulo. Pedagogia da Autonomia: saberes necessários à prática educativa. São Paulo: Paz e Terra, 2011. ). Thus, we realize the importance of a dialogue about how this representativeness can be achieved and what its consequences are from the perspective of both the learner and the teacher. With this in mind, we propose a didactic unit that seeks to provide educators and learners with a pedagogy that takes diversity into account, a critical racial literacy, as well as material that works on the theme of racism and representativeness in German classes. Finally, we will discuss its application and the results achieved by its creators in an undergraduate Portuguese/German language class at a public university in Rio de Janeiro.
Key-words:
Black representativeness; Teaching materials; Racism; decolonial thinking
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Fonte: Elaboração própria