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This article discusses the results of a four-year investigation on the neoliberal challenges faced by socioeconomically underprivileged students in Brazil who were majoring in English teaching. It is a qualitative study that employs the concept of language as a sociocultural and dialogical practice as well as the concepts of responsibility and agency; it also examines the relationship between these students’ experiences and neoliberalism as seen in language education. The data generated by questionnaires, students’ essays, and semi-structured interviews reveal that the participants’ initiatives to engage themselves in outside classroom interactions acted as counter-centralizing forces. By exercising their responsible situated agency towards their English language appropriation process, these participants react against neoliberal challenges viewed here as hierarchical centripetal forces that constrain their access to different kinds of capital. The study participants are also guided by the agency of spaces promoted by discourses marked by decolonial thinking; however, though these students find different ways to negotiate neoliberal challenges, it is still crucial that the faculty in charge of the investigated context build on existing decolonial practices in the classroom. In doing so, more students can become part of “discursive actions” that foster their responsible situated agency towards a more egalitarian society.

Sink or swim? Responsible situated agency constructed by socioeconomically underprivileged students of English in neoliberal Brazil