Questão 66874

A literature professor at a Brazilian university is designing a course on 'Postcolonial Literature in PORTUGUÊS-INGLÊS' and wants to apply a decolonial pedagogical approach. Instead of just teaching postcolonial theory as a set of analytical tools developed in the Global North to be 'applied' to texts from the Global South, she wants to center the epistemologies and theoretical contributions of thinkers from the South itself. Her aim is to decolonize not just the content of the course, but also its methodology and theoretical framework. She starts the course with a discussion of the 'colonial matrix of power,' which she explains using a quote from a decolonial theorist: 'Decolonization is not a metaphor. It involves a fundamental epistemic delinking from the Western-centric knowledge paradigm that has historically classified, racialized, and subjugated the non-Western world. A decolonial pedagogy in literature must therefore question the very categories of 'literature,' 'aesthetics,' and 'theory' as they have been handed down by the colonial tradition.' For the first unit, she pairs Shakespeare's 'The Tempest' with the classic response from the Caribbean, 'A Tempest' by Aimé Césaire. The goal is to read them not as 'original' and 'response,' but as two texts in a complex, power-laden dialogue.

Which of the following teaching strategies most profoundly embodies a decolonial approach to this literary pairing?