Formação docente, um projeto impossível

Lopes, Alice Casimiro; Borges, Verônica

doi:10.1590/198053143065

Cited by 17 publications

(14 citation statements)

References 7 publications

(4 reference statements)

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“…The author claims that it is through center-based knowledges that marginality is managed and maintained, which calls for changing "not only the terms of the conversation [but also] changing the terms of the conduct of knowledge production" (KUMARAVADIVELU, 2012:16). Therefore, we question the use of terms such as "prepared" and "competent/competence" when they refer to teachers' readiness to face classroom challenges, underscoring the need to re-signify them towards more relational, contextual, and always-incomplete notions of teacher education BORGES, 2015;SKLIAR, 2006).…”

Section: The Core Issue Of Our Discussionmentioning

confidence: 99%

“…Relatos decoloniais de um licenciando nos motivaram a problematizar discursos sobre o "despreparo para ensinar línguas na escola", recorrentes na área de formação docente no Brasil, e a cotejá-los com os relatos de outras/os licenciandas/os e de estudiosas/os da linguística aplicada, do pós-estruturalismo e do pensamento decolonial. Neste estudo interpretativista, as discussões dos temas língua, sujeito e ensino, advindos do material empírico, nos direcionaram a uma perspectiva de formação como um "projeto impossível, porém necessário" BORGES, 2015), e à necessidade de formar professoras/es de línguas para "conversar" (SKLIAR, 2006), haja vista a grande complexidade dos contextos de atuação docente.…”

Section: Introductionunclassified

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A critical, decolonial glance at language teacher education in Brazil: on being prepared to teach

Mastrella-de-Andrade

Pessoa

2019

DELTA

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The decolonial accounts made by a student teacher motivated us to problematize discourses about the “unpreparedness to teach languages at schools”, recurrent in the area of language teacher education in Brazil, and confront them with accounts of other student teachers and of applied linguistics, poststructuralist and decolonial scholars. In this interpretive study, discussions on the themes language, the subject and teaching, coming from the empirical material, led us to a perspective of teacher education as an “impossible but necessary project” (LOPES; BORGES, 2015) and to the need to educate language teachers “to talk” (SKLIAR, 2006), in view of the great complexity of teaching contexts.

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Section: The Core Issue Of Our Discussionmentioning

confidence: 99%

Section: Introductionunclassified

A critical, decolonial glance at language teacher education in Brazil: on being prepared to teach

Mastrella-de-Andrade

Pessoa

2019

DELTA

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“…We hoped that in that space we would be able to expand our praxis about English teaching and learning, and we cannot say this expansion did not happen as we had nineteen participants in the face-to face meetings (though they were not frequent) and forty in the virtual Google Group. We have known for a while that we have no control over subjects' "illusory" rationality and over results in education (Lopes and Borges, 2015), but we did expect more engagement on the part of the teachers.…”

Section: Decoloniality In Recent Brazilian Teacher Education Scholarshipmentioning

confidence: 90%

“…All in all, this difficulty will not discourage us from continuing our educational projects and to problematize them, or as Lopes and Borges (2015) would say, from searching to stabilize the chaos of existence, to find points of approximation and to fill the void that torments us. We know our project results will always be unpredictable, but we believe we can work with contextual and non-fixed identity projects, that is, with projects, plans, options, and conflicts which are negotiated contextually (Lopes and Borges, 2015). That is our bet to continue trying to challenge coloniality.…”

Section: Further Movesmentioning

confidence: 99%

Challenges of a decolonial undertaking in teacher education

2019

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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.

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“…Nacionais e nas Diretrizes Curriculares para o ensino de Arte. Na análise, concebemos o currículo como discurso articulado politicamente, como atividade de disputa por significação e fixação de sentidos, que se expressa por meio de ideias e ações no campo educacional (LOPES, 2015).…”

Section: Introductionunclassified

Currículo E Prática Pedagógica No Ensino De Arte-Educação Em Itapetinga-Ba: Uma Análise Discursiva

Carvalho

Pereira

2021

Atos Pesq. Educ.

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Esta investigação teve como objetivo compreender os sentidos construídos por arte-educadoras sobre o currículo do ensino de Arte dos anos finais do ensino fundamental de uma escola pública da cidade de Itapetinga, sudoeste da Bahia, considerando os discursos do currículo oficial da área e sua relação com aqueles apresentados na prática docente. A metodologia utilizada foi de natureza qualitativa e a análise discursiva com base nos aportes teóricos e epistemológicos da Teoria do Discurso de Ernesto Laclau e Chantau Mouffe, de orientação pós-estrutural e pós-fundacional, traduzida para os estudos do currículo por Alice Casemiro Lopes, que concebe o currículo como discurso, luta por significação e fixação de sentidos. Os sujeitos da pesquisa foram quatro professoras de Arte-Educação do município que possuem ampla experiência na área e utilizamos da entrevista semiestruturada e observação para a coleta dos dados. Concluímos que o currículo praticado no ensino de Arte manifesta-se como um discurso híbrido, diverso e que apresenta deslizamentos com o discurso curricular oficial; articula significantes flutuantes que disputam sentido em torno do que vem a ser um “ensino de Arte de qualidade”, em uma dinâmica que mobiliza significantes vazios que são preenchidos de modo contingente e provisório, devido à diversidade e mutabilidade do currículo.

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Formação docente, um projeto impossível

Cited by 17 publications

References 7 publications

A critical, decolonial glance at language teacher education in Brazil: on being prepared to teach

A critical, decolonial glance at language teacher education in Brazil: on being prepared to teach

Challenges of a decolonial undertaking in teacher education

Currículo E Prática Pedagógica No Ensino De Arte-Educação Em Itapetinga-Ba: Uma Análise Discursiva

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