GENDERS, SEXUALITIES, AND LANGUAGES: PLURAL CONCEPTS FOR DECOLONIAL APPROACHES IN ENGLISH LANGUAGE CLASSES

Abstract This article, anchored in Critical Applied Linguistics (MUNIZ, 2016), questions colonial discourses on gender and sexualities in Brazil and highlights the importance of bringing these discussions into English language classes. The research sought in decolonial (GROSFOGUEL, 2008; WALSH, 2013) and intersectional studies (AKOTIRENE, 2019; LORDE, 2019; 2020) concepts and understandings to unveil and denaturalize sexist and LGBTphobic discourses, and to point out paths towards a decolonial pedagogy, starting from raising English language teachers’ awareness. Netnography (TAFARELO, 2014) was used as a tool for data collection, and the autoethnographic method (ADAMS; ELLIS; JONES, 2017) enabled important processes of understanding and self-reflection.