Abstract
The purpose of this article is to investigate the contributions of the decolonial debate in the field of language education, with a focus on the German language. To this end, I present a brief overview of decolonial perspectives, recognising historically invisible local knowledge. Based on action research and the qualitative-interpretivist methodological paradigm, I share and analyse experiences from two different moments in the undergraduate German language course at a university in southern Brazil, considering the shifts in teaching practice and integrating suggestions for materials into the initial proposal. The results point to the need to transcend the borders of a central country as an idealised model for the language. Furthermore, there is an urgent need to consider the anti-racist debate in language education in the context of the German language, and the demand for greater sharing of experiences, with a view to alternatives for the development of critical and decolonial teaching materials and practices.
Key-words:
decolonial; language education; German language; pedagogical praxis