This paper relies on the assumption that so-called "inclusive" approaches are not enough to decolonize English Language Teaching. Since racism has played a powerful structuring role in the craft of our societies (Almeida, 2009), permeating the cultural, literary and ideological worlds we inhabit, "sprinkling in" diversity into the mainstream curriculum may ultimately contribute to camouflage the racist and eurocentric system of beliefs and knowledge upon which schools have been traditionally built. In Brazil, for instance, the widespread focus on epistemologies from the North has helped obliterate over the centuries the narratives voiced by Black and Indigenous populations. In addition, the privilege and prestige granted to the British and North American linguistic varieties have reinforced a long history of colonization, naturalizing hegemonic accents and social discourses as the only legitimate sources for English Language Teaching. Promoted at a Brazilian public school, this research has aimed to confront such colonized approaches through the construction of a set of didactic materials purposedly designed to pursue three main objectives: decenter epistemologies from the North, decolonize scholarly experience and submit settled knowledge to critical analysis (Jansen, 2017). Rooted on the premises of critical race literacy, this study has counted on reading resources anchored on a diverse and representative literary repertoire, expanding students' literary horizons as they encountered English versions of texts written by Black and Indigenous peoples. Our seventh graders were invited by non-white protagonists and narrators to learn about the world and the English language from Southern perspectives, from viewpoints that defy the power asymmetries that have molded the conventional literary canon as well as the status quo of the social world we live in. Drawing upon an Indisciplinary approach to Applied Linguistics (Moita-Lopes, 2006) and upon dialogical and social-historical stances (Volóchinov, 1929/ 2017; Bakhtin, 1981, 1986) towards language and learning, this research analyzes some of the didactic activities designed to invite students to respond to race-making within the traditional literary canon and to expand their reading literacy and lexical-grammatical repertoire. The theoretical and methodological approach utilized is the "Dialogical Discourse Analysis" (Brait, 2006/ 2014), which acknowledges and foregrounds the social-historical construction of language researchers, their objects of investigation and their scientific productions, insofar as utterances are constituted within a permanent chain of social interactions.
