In this article, we discuss the challenges of teacher education for the 21stCentury, taking decoloniality as a possible way to resignify our praxis. One of the challenges in decolonial thinking is to problematize the coloniality of knowledge (LANDER, 2005), which is established through the privilege of scientific knowledge and the invisibilization of other forms of knowing. In this respect, Castro-Gomez (2007) affirms that the university is an institution that contributes significantly to the maintenance of this logic. As university teachers directly involved in language teacher education, we have sought different ways to develop our praxis as a decolonial project (WALSH, 2013). In this article, we discuss decoloniality and present three praxes in which our objective was attempting to live language teacher education otherwise.
As Brazilian university teachers, we have taken part in some courses aimed at the professional development of in-service English teachers. However, inspired by decolonial thinking, we have seen them as reproducing logics of coloniality, an epistemological frame which hierarchizes human beings socially, ontologically and epistemically. Thus, in an attempt to fight the coloniality and power established between universities and schools, in 2016, we set up a study group-a space where we, English teachers in Goiás, could talk about our profession. Our aim in this interpretive study is to discuss initial challenges of this decolonial undertaking. We do so by focusing on attendance and agency. The reflections made in this article indicate that our expectation to expand our praxis was achieved somehow, but we consider it was jeopardized due to poor attendance and lack of agency. We conclude with some following moves to challenge coloniality in educational projects.
This qualitative research was done in a class of English Oral Practice 2 in an undergraduate English teacher education course in Brazil. Grounded on the conception of language as practice, the first author of this article developed a problematizing pedagogy focusing on race/racism and language as space of power. Resorting to class activities (a question of a written test, an oral test, and a feedback session) and the professor’s diary, we analyzed the students’ accounts about the course and the meanings they constructed about language. Their accounts indicate that, when evaluating the course, most of them highlighted the relevance of content, showing that they started conceptualizing language beyond form. Their accounts also suggest they were not using language, but making it.
1 ResumoEste artigo apresenta uma discussão acerca do estágio supervisionado focalizando sua estruturação. Considerando o contexto atual e as ressignificações propostas para os estudos da linguagem (PENNYCOOK, 1990(PENNYCOOK, , 2001(PENNYCOOK, , 2010MOITA LOPES 2006;2013), o objetivo principal deste estudo é pensar as formas como estas mudanças estão chegando até as propostas de estágio. Para que seja possível desenvolver uma análise inicial, apresento seis artigos que focalizam o assunto para começarmos a delinear um panorama do que tem sido investigado na área. A partir do que abordam, elaboro uma breve discussão acerca dos principais pontos que poderiam ser contemplados em uma proposta de estágio alinhada aos princípios de uma atuação crítica. Palavras-chave: Linguística Aplicada Crítica; formação de professores de línguas; estágio AbstractThis essay presents a discussion on English teaching practicum focusing on its structure. Considering our current context and the changes proposed by language studies (PENNYCOOK, 1990(PENNYCOOK, , 2001(PENNYCOOK, , 2010MOITA LOPES 2006;2013), the main aim of this paper is to examine the English teaching practicum from a critical perspective. In order to develop an initial analysis, I present six articles which focus on this topic, to begin an investigation of what has been studied in the area. Based on this analysis, I present a brief discussion on the principles that could be addressed from a critical perspective of teacher education.
RESUMO: As discussões deste artigo são parte de um estudo qualitativo (DENZIN; LINCOLN, 2013) e têm como foco as relações interpessoais desenvolvidas durante o estágio em língua inglesa no curso de Letras. Nosso objetivo é ampliar as possibilidades de pensar as relações que são construídas nessa experiência que envolve a universidade e a escola na formação dos/as professores/as licenciandos/as. Sendo assim, as discussões foram desenvolvidas com professores/as de escolas públicas, professores/as licenciandos/as e professores/as de universidades públicas da região Centro-Oeste. Esses olhares sobre as relações desenvolvidas no estágio ressaltam a falta de trabalho conjunto, a hierarquização de saberes e os conflitos que são vivenciados em um estágio que é planejado na universidade, sem negociação com a escola. O desafio de olhar para essas relações amparadas no pensamento decolonial nos ajuda a reconhecer e, ao mesmo tempo, a confrontar o privilégio historicamente atribuído aos saberes acadêmicos em busca de práticas mais igualitárias. PALAVRAS-CHAVE: Estágio em Língua Inglesa. Pensamento decolonial. Formação de professores/as de inglês. ABSTRACT: The discussions presented in this article are part of a qualitative study (DENZIN; LINCOLN, 2013) and focus on the interpersonal relationships developed in the English
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