Develando criterios para libros de enseñanza del inglés desde una perspectiva de interculturalidad crítica: una propuesta para los colegios públicos colombianos
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Este artículo explora la necesidad de develar criterios para la evaluación, selección y uso de libros de texto de inglés como lengua extranjera desde una perspectiva de interculturalidad crítica, enfocándose en los sentipensares de docentes y estudiantes en colegios públicos colombianos. La literatura reveló diversas tensiones en la relación entre la Interculturalidad Crítica y los libros de texto para la enseñanza del inglés como lengua extranjera. Mediante un enfoque cualitativo, esta investigación documental en progreso pretende analizar datos provenientes de entrevistas a profundidad, grupos focales y un Análisis Temático Multimodal Crítico (ATMC) de la serie ¡English Please! Se espera que las anticipaciones de sentido de esta investigación ofrezcan comprensiones sobre cómo docentes y estudiantes perciben la representación cultural en los libros de texto, así como la identificación de tensiones entre las realidades locales y los contenidos eurocéntricos. Se anticipa que sus sentipensares aporten insumos valiosos para comprender y evaluar el uso de estos materiales. Finalmente, se prevé que estos hallazgos contribuyan al fortalecimiento de prácticas de enseñanza más inclusivas, decoloniales y a la formulación de criterios de interculturalidad crítica para la evaluación, selección, y uso de libros de texto para la enseñanza del inglés.
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