Questão 66661

An English literature teacher in South Africa is grappling with the heavily Eurocentric, canonical curriculum she is expected to teach. The syllabus is dominated by British authors from Shakespeare to Dickens, with only a token representation of African writers. She feels this curriculum alienates her predominantly Black student population and perpetuates a 'coloniality of knowledge,' where literary value is implicitly equated with Britishness. Determined to foster a more critical and inclusive classroom environment, she seeks ways to apply decolonial aspects to her teaching. She is inspired by the work of Ngũgĩ wa Thiong'o, who in 'Decolonising the Mind' argues: 'The choice of language and the use to which language is put is central to a people's definition of themselves in relation to their natural and social environment, indeed in relation to the entire universe. [...] Education is a means of transmitting a culture, and the primary vehicle of culture is language. When you teach a child literature from a foreign tradition, you are transplanting a foreign worldview.' The teacher doesn't want to simply discard the canonical texts, as they are required for the final exams. Instead, she aims to 'teach them decolonially.' Her plan is to work with Shakespeare's 'The Tempest', a play often read as an allegory of colonialism, but from a perspective that challenges the traditional focus on Prospero's narrative.

Which of the following pedagogical strategies best reflects a decolonial approach to teaching 'The Tempest' in this context?