Interfaces between António Nóvoa's thought and Decolonial Theory in teacher education

• Autor(a) principal: Tomelin, Nilton Bruno
• Data de Publicação: 2022
• Outros Autores: Aline, Aline Coêlho dos Santos, Rausch, Rita Buzzi
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34620/eduser.v1i1.208
• topic: Professional development; Teacher training; Decolonial Education; Desenvolvimento profissional; Formação docente; Educação Decolonial

In the light of António Nóvoa's research, this study aims to establish interfaces between that thought and decolonial theory applied to alternative teacher training. This paper is grounded on the idea that it is necessary to centralize teacher training in theories and practices guided by the confrontation of colonial marks, something that still exists at schools. Within this context, the following question emerges: What propositions can be inferred from António Nóvoa’s works regarding teacher training under a decolonial perspective? This study comprises qualitative bibliographic research on Nóvoa’s work (2022, 2019, 2017, 2009, 2002, 2000, 1995) and on decolonial theory, based on Ballestrin (2013), Castro-Gómez and Grosfoguel (2007), Fleuri (2003), Ocaña, Arias and Canedo (2018), Quijano (2000), Restrepo and Rojas (2010) and Walsh (2012, 2009a, 2009b and 2001). The research uses the qualitative approach, and the data are analyzed according to the evidentiary paradigm, described by Ginzburg (2004, 2001, 1989). In conformity with decolonial indications perceived in this study, the need for rupture stands out in four dimensions: (i) in-school teacher training and teacher professional development; (ii) a non-linear horizontality interconnection, which unifies teacher-student-community relationships as a school; (iii) understanding of multiple ways of learning and teaching; and (iv) the change in the means of scientific knowledge production.