This research analyses coursebooks designed for teaching English as a Foreign Language since they are one of the main gateways through which ideological domination is conducted (CANAGARAJAH, 1999). It also identifies discourses of coloniality of power, knowledge (QUIJANO, 2000) and being (MIGNOLO, 2018) in their content and images with a view to encouraging reflection upon these discourses towards a more critical teaching practice. Through a qualitative analysis and a documentary method of interpretation, this research is intended for English teachers and undergraduates who may be interested in a decolonial approach in their practices.
Student, Master's in Applied Linguistics, Universidade Federal de Minas Gerais, Minas Gerais, Brazil
ENGLISH TEACHING,DECOLONIALITY,CRITICAL LITERACY,COURSEBOOKS,SOCIAL JUSTICE