Questão FC689010
To promote and develop Global Citizenship among undergraduate students, while actively fighting this risk of linguicism in the curriculum, which strategic action should the person
Sem classificação
Instituto AOCP · 2025
Consider this:
“The spread of English can constitute ‘linguistic imperialism,' imposing cultural and linguistic norms from the 'inner circle' (e.g., UK/USA) onto the 'expanding circle' (e.g., Brazil), a process referred to as 'linguicism.’ This occurs because scientific and technological information is primarily accessed through English, often presupposing the idealization of its source culture.”
To promote and develop Global Citizenship among undergraduate students, while actively fighting this risk of linguicism in the curriculum, which strategic action should the person in charge of the Internationalization project prioritize when advising faculty on curriculum reform and the use of English in content courses?
- Develop faculty training and curriculum guidelines that emphasize the critical use of English, ensuring content sources and case studies include diverse, non-Western, and Global South perspectives, regardless of the original language of publication.
- Prioritize allocating resources solely to physical student mobility to English-speaking countries, as cultural immersion is the most effective way to counter the idealization of inner-circle values.
- Advise replacing the English-medium courses with those taught in a European heritage language (e.g., Italian or German) to diversify linguistic influence.
- Focus on curriculum development to teach the grammar of standard English, arguing that perfect compliance is the key to avoiding marginalization in global academic spaces.
- Suggest that English-medium instruction (EMI) courses exclusively use textbooks authored by native English speakers to maintain quality control and align with the 'inner circle' standards.
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Comentário do professor
A alternativa valoriza a formação docente e diretrizes curriculares que promovam o uso crítico do inglês, ou seja, não apenas ensinar conteúdos em inglês, mas refletir sobre os efeitos de poder e exclusão ligados à língua.
Isso implica selecionar e integrar fontes e estudos do Sul Global e de tradições não ocidentais, mesmo que exijam tradução ou adaptação, ampliando a diversidade epistemológica no ensino.
Na prática, a ação orienta professores a contextualizar autores, comparar narrativas, incentivar leituras multilíngues e valorizar saberes locais, fortalecendo a cidadania global e combatendo o linguicismo no currículo.
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