O reflexo do quadro europeu comum de referência - QECR no ensino de língua inglesa, em Humaitá-Am: um olhar crítico sob a perspectiva de colonial

Abstract

The aim of this work was to analyze the impacts of the Common European Framework of Reference – CEFR, in the English Language teaching, in Humaita, located in the South of Amazonas, from a decolonial perspective, in which I sought to answer the following question of this work: In what ways does the Common European Framework of Reference – CEFR impact the curricular orientation for teaching English in Brazil and Amazonas? As a theoretical contribution, I broght concepts and thoughts from researchers who talk about the language policies theme, specifically, those aimed at teaching English in Brazil and Amazonas, in special, about the thematic of the (de)colonialities, and also about the Common European Framework of Reference. To reach to the proposed aim, I used the printed and telematic bibliographic research and documental research (Gil, 2002; Bardin, 2011), in which I used method of Bardin to analyze the object of study. In addition to document analysis, there was the aplication of investigative questionnaire for teachers (Vieira, 2009; Fachin, 2006). Data analysis showed that English language teaching in Brazil and, mainly, in Amazonas, especially in Humaitá, it is far from the contexto of students in publics schools, since the curricular documents follow a policy verticalized linguistics, that is, they outline proposals related to CEFR descriptors, a document aimed at na imperialist, Eurocentric, or Rather, colonizing context.