Português para todes: ensino não binário de língua e justiça social

Abstract

Portuguese as a foreign language (PFL) and reports its results. The introduction of non binary gender demands intentionality and it is a linguistic reflection of an inclusive social gesture (Sch- windt, 2020). According to Annamalai and Skutnabb-Kangas (2020), social justice finds founda- tion in education, in which language is included. An inclusive pedagogy can unveil the language acts by which gender identities are constituted to appear normal or non-normal, and thus welco- med or marginalized (Nelson, 2016). The integration of non-binary people constitutes a human right, as the misuse of people’s gender creates educational obstacles (Enke, 2016). Teaching fo- reign language through a critical and inclusive approach allows students to equip themselves with fundamental language skills to claim and defend identities for themselves and others (Knisely, 2021). In the case of PLE, Nemi (2018) identifies the hetero- and cisnormative perspective in teaching materials and suggests a queer pedagogy to disarticulate it. The present proposal focuses on this field. The intervention was undertaken in a beginner-level PLE course, carried out in four stages, and succeeded by a survey conducted among learners who practiced non-binary language and another group who was not exposed to such language. The results of the research suggest that it is possible to integrate non-binary language into the teaching of PFL from early levels.

DOI: https://doi.org/10.56515/PLJ562476601