Abstract
This qualitative research, developed through a bibliographical study, aims at investigating African American English as an artifact to promote decolonial praxis of English language teaching, enhancing black identities. Put into practice, this means offering a theoretical and practical input so that black educators, who teach the English language, recognize how the target language may be taught and learned, valuing black identities, understanding and resisting the colonial ties which tend to make these bodies invisible throughout the process. Thus, the tensions among language, race and power and their influence on the emergence and resistance of African American English will be considered, focusing on some of its characteristics. From this, the pedagogical benefits which black epistemes can bring to English classes are taken as scope, considering their outcomes to promote a socioculturally significant teaching and learning process to black students, as well as the (de)construction and strengthening of diasporic black identities including the Brazilian context and its specificities underpinned by Amefrican perspective.
Published Version
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