Towards a decolonial language teacher education
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2020
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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.
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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.