Reflecting on decolonising practices in language education: sharing experiences with regard to the German language in Brasil

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