DESTABILIZING LANGUAGE IDEOLOGIES IN AN ENGLISH LANGUAGE CLASSROOM

In this article, we problematize the perceptions of five female and two male students about discussions on language that took place in an English Oral Practice 2 classroom of an undergraduate English teacher education course (Letras: Ingles) in the second half of 2016. The discussions were held in English by means of essays and literary texts about the topic. The empirical material presented here, generated by means of interview, evidences that the discussions were relevant in the process of language ideologies disinvention, and the students emphasized the expansion of their concept of language by relating it to context, power and society. Thus, the discussions echoed in their education as teachers by promoting reflections on the role of language in the construction of unequal and subaltern realities. The reflections made here are based on critical and decolonial theorizations, which show that all knowledge is imbricated in relations of power that need to be understood.