Towards a decolonial language teacher education

Resumo

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.

Descrição

Palavras-chave

Decolonialidade, Formação de professoras/es de línguas, Práxis decolonial, Decoloniality, Language teacher education, Decolonial praxis

Citação

BORELLI, Julma Dalva Vilarinho Pereira; SILVESTRE, Viviane Pires Viana; PESSOA, Rosane Rocha. Towards a decolonial language teacher education. Revista Brasileira de Linguística Aplicada, Belo Horizonte, v. 20, n. 2, p. 301-324, 2020. DOI: 10.1590/1984-6398202015468. Disponível em: https://www.scielo.br/j/rbla/a/XJ4gTF6cpJpNhsKfKCBmc6p/?lang=en. Acesso em: 5 maio 2023.