A critical, decolonial glance at language teacher education in Brazil: on being prepared to teach
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Data
2019
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Resumo
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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Decolonial teacher education, Language, The subject, Teaching, Formação docente decolonial, Língua, Sujeito, Ensino
Citação
MASTRELLA-DE-ANDRADE, Mariana R.; PESSOA, Rosane Rocha. A critical, decolonial glance at language teacher education in Brazil: on being prepared to teach. DELTA, São Paulo, v. 35, n. 3, e2019350306, 2019. DOI: 10.1590/1678-460X2019350306. Disponível em: https://www.scielo.br/j/delta/a/kVHbm9DWywKCpdhQnyTsfQB/?lang=en. Acesso em: 5 maio 2023.