Breaking Silences: Poetic Reflections on Liberation in the Brazilian American Classroom

• In Event: Latin America Writes Back: Praxiologies in Language Education

Abstract

This chapter presentation is a mini-chap book of poems written during a semester in my doctoral program while reading and reflecting on six books by Paulo Freire. This mini-chap book of poems created different forms of poetry using poetry inquiry as a methodology (Roberts et al, 2014). The poems explored the intersection of language education, historical context, and social liberation within the Brazilian educational framework. It begins by examining the significance of English language learning in Brazil, emphasizing the need to establish a purposeful and empowering teaching environment through meaningful dialogue and student-centered approaches. Additionally, it delves into the historical impact of colonialism, highlighting the enduring struggle for liberation in the Brazilian context and the consequences of historical exploitation. Furthermore, it underscores the crucial role of educators in cultivating a compassionate, empathetic approach to teaching, seeking to empower students and challenge oppressive systems.
The first poem I Am an American Too was written after reading Whitman's poem 'I Sing America.' This poem gives voice to Brazilian students from public high schools. It discusses the importance of English language teaching in Brazil. It emphasizes the need for a meaningful learning environment where students are empowered to learn English in a way that is relevant to their lives. It highlights the ideas of Brazilian educator Paulo Freire, focusing on the significance of dialogue, love, and commitment in education.
The second poem in the 'An America Sentence Triptych' series, drawing inspiration from Freire's 'Pedagogy of the Oppressed,' is a testament to the courage and commitment of educators in Brazil. It posits that love, when viewed as an act of courage and commitment to others, can be a powerful force in education. The poem advocates for a loving approach toward students in public schools, underlining the role of dialogue in liberating students from oppressive ideologies and evoking a sense of respect and admiration for these educators.
The third poem, a creation from Freire, is a testament to the power of dialogue: "Dialogue further requires an intense faith in humankind" (Freire, 2018, p.90). This line, borrowed from 'Pedagogy of the Oppressed,' is used as the final word of each line in the new poem. This Golden Shovel poem's theme is the dialogue required for a progressive teacher to liberate the students. It instills a sense of hope, highlighting the potential of dialogue to bring about positive change in the education system.
The last poem presents a blackout poem denouncing the colonial exploitation of European powers in Brazil. It reflects on Brazil's history of colonization and subsequent struggle for independence, drawing attention to colonialism's impact on the country's development. Overall, the poems explore the themes of language teaching, education, liberation, and the historical impact of colonialism on Brazil.
In conclusion, this mini-chap book of poems presentation advocates for a holistic and transformative approach to social and educational liberation in Brazil by emphasizing critical thinking, empathetic dialogue, and a humanist educational methodology.

Author

• Karina O. De Paula, Texas Tech University