Educação do Campo e Sociolinguística Educacional

Trilhas pedagógicas decoloniais

Abstract

Rural Education consists of a pedagogical modality compromised with a set of knowledge produced by rural subjects by legitimating their sociocultural practices pedagogically in such a way that the School recognizes and reinforces their identities (Cf. CALDART, 2004). The Educational Sociolinguistics, in turn, is guided by the pedagogical approach of linguistic variation (Cf. BORTONI-RICARDO, 2005; COAN; FREITAG, 2010; MARTINS; VIEIRA; TAVARES, 2014), in order to provide a plural and democratic linguistic education, by which, among other actions, the linguistic prejudice on non-standard varieties – including the rural ones – is confronted. This paper probes into the sociolinguistic teaching approach in the field of Rural Education so that it can be inserted into a category of political-pedagogic practices with decolonizing purposes. Thus, the sociolinguistic teaching of Portuguese is pointed out as a pedagogical alternative that, especially in Rural Education, contributes to minimizing the Coloniality of Knowledge (QUIJANO, 2005; BABTISTA; LÓPEZ-GOPAR, 2019), that is, a process that – resulting from colonialism – is responsible for, among other consequences, leading school to endorse, in the teaching-leaning processes, a European worldview while local identities are neglected, like the ones the rural subjects hold.