<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2182-4452</journal-id>
<journal-title><![CDATA[Revista Internacional em Língua Portuguesa]]></journal-title>
<abbrev-journal-title><![CDATA[RILP]]></abbrev-journal-title>
<issn>2182-4452</issn>
<publisher>
<publisher-name><![CDATA[Associação das Universidades de  Língua Portuguesa (AULP)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2182-44522021000200017</article-id>
<article-id pub-id-type="doi">10.31492/2184-2043.rilp2021.40/pp.17-33</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Poscolonialidade e lugares linguísticos (des)conexos no ensino em contexto rural angolano: (in)visibilidades em Tela]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Bernardo]]></surname>
<given-names><![CDATA[Ezequiel Pedro José]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Instituto Superior de Ciências da Educação de Cabinda (ISCED)  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Angola</country>
</aff>
<pub-date pub-type="pub">
<day>30</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>30</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>40</volume>
<fpage>17</fpage>
<lpage>33</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_arttext&amp;pid=S2182-44522021000200017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_abstract&amp;pid=S2182-44522021000200017&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.pt/scielo.php?script=sci_pdf&amp;pid=S2182-44522021000200017&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A colonização em Angola serviu, entre outras finalidades, para a &#8220;cafricação&#8221; das línguas nacionais e hegemonização da língua portuguesa. Nesse prisma, a poscolonialidade devia promover um ambiente escolar democrático, sendo esta a via para o alcance da equidade num país de diversidade linguística e cultural que tinha sido forçado a adoptar paradigmas homogéneos, desconexos e de invisibilidades. O artigo procura reflectir sobre os lugares linguísticos e cultural no ensino em áreas designadas rurais, de modos a perceber as questões de invisibilidades dos alunos num contexto pós-colonial através da revisão bibliográfica associada à entrevista de dois professores de formas a compreender como se dá o ensino naquelas localidades. Pauta-se por &#8220;desocidentalização&#8221; através do estatuto das línguas nacionais, redefinição das políticas linguístico-educativas, uma vez que a língua e a cultura constituem elementos indissociáveis que espelham a cosmovisão de suas sociedades.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Colonization in Angola served, among other purposes, for the &#8220;cafrication&#8221; of national languages and hegemonization of the Portuguese language. In that light, postcoloniality should promote a democratic school environment, this being the way to achieve equity in a country of linguistic and cultural diversity that had been forced to adopt homogeneous, disconnected and invisible paradigms. The article seeks to reflect on the linguistic and cultural places in teaching in designated rural areas, in order to understand the issues of students' invisibilities in a post-colonial context through the bibliographic review associated with the interview of two teachers in order to understand how the teaching in those locations. It is guided by &#8220;de-Westernization&#8221; through the statute of national languages, redefinition of linguistic-educational policies, since language and culture are inseparable elements that mirror the worldview of their societies.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Poscolonialidade]]></kwd>
<kwd lng="pt"><![CDATA[Angola]]></kwd>
<kwd lng="pt"><![CDATA[Línguas]]></kwd>
<kwd lng="pt"><![CDATA[Desconexibilidade]]></kwd>
<kwd lng="pt"><![CDATA[Ensino]]></kwd>
<kwd lng="en"><![CDATA[Postcoloniality]]></kwd>
<kwd lng="en"><![CDATA[Angola]]></kwd>
<kwd lng="en"><![CDATA[Languages]]></kwd>
<kwd lng="en"><![CDATA[Disconnectivity]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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