Towards a Decolonial Language Teacher Education

Detalhes bibliográficos
Autor(a) principal: Borelli, Julma Dalva Vilarinho Pereira
Data de Publicação: 2020
Outros Autores: Silvestre, Viviane Pires Viana, Pessoa, Rosane Rocha
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Revista Brasileira de Lingüística Aplicada (Online)
Texto Completo: http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/15468
Resumo: In this article, we discuss the challenges of teacher education for the 21st Century, 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 knowledgeand 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 teachereducation, 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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spelling Towards a Decolonial Language Teacher Educationdecoloniality; language teacher education; decolonial praxis.In this article, we discuss the challenges of teacher education for the 21st Century, 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 knowledgeand 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 teachereducation, 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.Faculdade de Letras - Universidade Federal de Minas GeraisConselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)Borelli, Julma Dalva Vilarinho PereiraSilvestre, Viviane Pires VianaPessoa, Rosane Rocha2020-07-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionhttp://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/15468Revista Brasileira de Linguística Aplicada; Vol 20, No 2 (2020): Teacher Education for the 21st CenturyRevista Brasileira de Linguística Aplicada; Vol 20, No 2 (2020): Teacher Education for the 21st CenturyRevista Brasileira de Linguística Aplicada; Vol 20, No 2 (2020): Teacher Education for the 21st Century1984-63981676-0786reponame:Revista Brasileira de Lingüística Aplicada (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGhttp://www.periodicos.letras.ufmg.br/index.php/rbla/article/downloadSuppFile/15468/2410/*ref*/ANDREOTTI, Vanessa; AHENAKEW, Cash; COOPER, Garrick. Equivocal knowing and elusive realities: imagining global citizenship otherwise. In: ANDREOTTI, Vanessa; SOUZA, Lynn M. T. M. de. (Ed.). Postcolonial perspectives on global citizenship education. New York: Routledge, 2012. p. 221-237./*ref*/ANDREOTTI, Vanessa. O. Renegotiating epistemic privilege and enchantments with modernity: the gain in the loss of the entitlement to control and define everything. Social policy, education and curriculum research unit. North Dartmouth: Centre For Policy Analyses/UMass Dartmouth, 2013. p. b-s./*ref*/BALLESTRIN, Luciana. América Latina e o giro decolonial. Revista Brasileira de Ciência Política, Brasília. n. 11, p. 89-117. mai./ago. 2013./*ref*/BLOCK, David. Neoliberalism, the neoliberal citizen and English language teaching materials: a critical analysis/Neoliberalismo, el ciudadano neoliberal y los materiales para la enseñanza de la lengua inglesa: un análisis crítico. Ruta Maestra, 21, p. 4-15, 2017./*ref*/CASTRO-GÓMEZ, Santiago. Decolonizar la universidad: la hybris del punto cero y el diálogo de saberes. In: CASTRO-GÓMEZ, Santiago; GROFÓGUEL, Ramón. (Org.). El giro decolonial: reflexiones para uma diversidad epistémica más allá del capitalismo global, Bogotá: Siglo del Hombre Editores, 2007. p. 79-91./*ref*/CHRISTIANS, Clifford G. Ethics and politics in qualitative research. In: DENZIN, Norman K.; LINCOLN, Yvonna S. (Ed.) The landscape of qualitative research. 4ª ed. Thousand Oaks: Sage Publications, 2013. p. 125-167./*ref*/DENZIN, Norman K.; LINCOLN, Yvonna S. The discipline and practice of qualitative research. In: DENZIN, Norman K.; LINCOLN, Yvonna S. (Ed.) The landscape of qualitative research. 4ª ed. Thousand Oaks: Sage Publications, 2013. p. 1-41./*ref*/Don’t Judge my African American English. In: Utube, Oct 30, 2015. Available from: <https://www.youtube.com/watch?v=j7_rihFMB78>. Access on: 6 May 2019./*ref*/FREIRE, Paulo. An Incredible Conversation with Paulo Freire, 1996. Retrieved 24 April at https://www.youtube.com/watch?v=aFWjnkFypFA./*ref*/GLESNE, Corrine. Research as solidarity. In: DENZIN, Norman K.; GIARDINA, Michael D. Ethical futures in qualitative research. Walnut Creek: Left Coast Press, 2007. p. 169-178./*ref*/GROSFOGUEL, Ramón. Para descolonizar os estudos de economia política e os estudos pós-coloniais: transmodernidade, pensamento de fronteira e colonialidade global. In: SOUSA SANTOS, Boaventura; MENESES, Maria P. (Org.). Epistemologias do sul. São Paulo: Cortez, 2010. p. 455-491./*ref*/GROSFOGUEL, Ramón. The structure of knowledge in westernized universities: epistemic racism/sexism and the four genocides/epistemicides of the long 16th century. Human Architecture: Journal of the Sociology of Self-knowledge. n. XI, issue 1, p. 73-90, Fall, 2013./*ref*/HOOKS, Bell. Teaching to transgress: education as the practice of freedom. New York, Routledge, 1994. HUGHES, Langston. In: RAMPERSAD, Arnold; ROESSEL, David (Ed.). The collected poems of Langston Hughes. New York: Knopf, 1994./*ref*/KUMARAVADIVELU, Bala. Individual identity, cultural globalization and teaching English as an international language: the case for an epistemic break. In: ALSAGOFF, Lubna; RENANDYA, Willy A.; HU, Guangwei; MCKAY, Sandra L. (Ed.). Teaching English as an international language: principles and practices. New York: Routledge, 2012. p. 9-27./*ref*/LANDER, Edgardo. Ciências sociais: saberes coloniais e eurocêntricos. In: LANDER, Edgardo. (Org.). A colonialidade do saber: eurocentrismo e ciências sociais. Buenos Aires: Conselho Latino-americano de Ciências Sociais - CLACSO, 2005. p. 8-20./*ref*/LIN, Angel. Toward paradigmatic change in TESOL methodologies: building plurilingual pedagogies from the ground up. TESOL Quarterly, v. 47, n. 3, p. 521-45, 2013./*ref*/LINCOLN, Yvonna S.; CANNELLA, Gaile S. Ethics and the broader rethinking/ reconceptualization of research as construct. In: DENZIN, Norman K.; GIARDINA, Michael D. Ethical futures in qualitative research. Walnut Creek: Left Coast Press, 2007. p. 67-84./*ref*/MALDONADO-TORRES, Nelson. ‘On the coloniality of being’ – Contributions to the development of a concept, Cultural Studies, v. 21, n. 2, p. 240- 270, 2007./*ref*/MALDONADO-TORRES, Nelson. A topologia do ser e a geopolítica do conhecimento: modernidade, império e colonialidade. In: SOUSA SANTOS, Boaventura; MENESES, Maria P. (Org.). Epistemologias do sul. São Paulo: Cortez, 2010. p. 396-443./*ref*/MIGNOLO, Walter D. Epistemic disobedience, independent thought and de-colonial freedom. Theory, Culture & Society, Los Angeles, London, New Delhi, Singapore: Sage, v. 26 (7-8), p. 1-23, 2009./*ref*/MIGNOLO, Walter D. Local histories/global designs: coloniality, subaltern knowledges and border thinking. Princeton: Princeton University Press, 2012./*ref*/PENNYCOOK, Alastair. Language as a local practice. New York: Routledge, 2010./*ref*/PENNYCOOK, Alastair. Posthumanist applied linguistics. Oxford and New York: Routledge, 2018./*ref*/QUIJANO, Aníbal. Colonialidade do poder e classificação social. In: SOUSA SANTOS, Boaventura; MENESES, Maria P. (Org.). Epistemologias do sul. São Paulo: Cortez, 2010. p. 84-130./*ref*/SIMONE, Nina. Ain't got no, I got life. In: Nuff Said. New York City: RCA studios, 1968./*ref*/SOUSA SANTOS, Boaventura de. Para além do pensamento abissal: das linhas globais a uma ecologia de saberes. In SOUSA SANTOS, Boaventura de; MENESES, Maria P. (Org.). Epistemologias do sul. São Paulo: Cortez, 2010. p. 32-83./*ref*/THE help. Direção: Tate Taylor. Fotografia Stephen Goldblatt. [S.l.]: DreamWorks, 2012. 1 DVD (146 min.), NTST, color./*ref*/WALSH, Catherine. Interculturalidad, colonialidad y educación. Revista Educación y Pedagogía, XIX, v. 48, p. 25-35, 2007./*ref*/WALSH, Catherine. Lo pedagógico y ló decolonial: entretejiendo caminos. In: WALSH, Catherine. (Org.) Pedagogías decoloniales: prácticas insurgentes de resistir, (re)existir y (re)vivir. Quito: Abya Yala, 2013. p. 23-68./*ref*/WALSH, Catherine. Insurgency and Decolonial Prospect, Praxis, and Project. In: MIGNOLO, Walter D.; WALSH, Catherine. On decoloniality: concepts, analytics, praxis. Durham, Duke University Press, 2018a. p. 33-56./*ref*/WALSH, Catherine. On decolonial dangers, decolonial cracks, and decolonial pedagogies rising. In: MIGNOLO, Walter D.; WALSH, Catherine. On decoloniality: concepts, analytics, praxis. Durham, Duke University Press, 2018b. p. 81-98./*ref*/WALSH, Catherine; MIGNOLO, Walter. Introduction. In: MIGNOLO, Walter D.; WALSH, Catherine. On decoloniality: concepts, analytics, praxis. Durham, Duke University Press, 2018. p. 1-12./*ref*/WALSH, Catherine; OLIVEIRA, Luiz Fernandes de; CANDAU, Vera Maria. Colonialidade e pedagogia decolonial: Para pensar uma educação outra. Arquivos Analíticos de Políticas educativas, v. 26, n. 8, p.1-16, 2018.Copyright (c) 2020 Revista Brasileira de Linguística Aplicadainfo:eu-repo/semantics/openAccesseng2020-07-08T15:02:44Zoai:periodicos.letras.ufmg.br:article/15468Revistahttp://www.periodicos.letras.ufmg.br/index.php/rbla/indexPUBhttp://www.periodicos.letras.ufmg.br/index.php/rbla/oairblasecretaria@gmail.com||periodicosfaleufmg@gmail.com1984-63981676-0786opendoar:2020-07-08T15:02:44Revista Brasileira de Lingüística Aplicada (Online) - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv Towards a Decolonial Language Teacher Education
title Towards a Decolonial Language Teacher Education
spellingShingle Towards a Decolonial Language Teacher Education
Borelli, Julma Dalva Vilarinho Pereira
decoloniality; language teacher education; decolonial praxis.
title_short Towards a Decolonial Language Teacher Education
title_full Towards a Decolonial Language Teacher Education
title_fullStr Towards a Decolonial Language Teacher Education
title_full_unstemmed Towards a Decolonial Language Teacher Education
title_sort Towards a Decolonial Language Teacher Education
author Borelli, Julma Dalva Vilarinho Pereira
author_facet Borelli, Julma Dalva Vilarinho Pereira
Silvestre, Viviane Pires Viana
Pessoa, Rosane Rocha
author_role author
author2 Silvestre, Viviane Pires Viana
Pessoa, Rosane Rocha
author2_role author
author
dc.contributor.none.fl_str_mv Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)
dc.contributor.author.fl_str_mv Borelli, Julma Dalva Vilarinho Pereira
Silvestre, Viviane Pires Viana
Pessoa, Rosane Rocha
dc.subject.por.fl_str_mv decoloniality; language teacher education; decolonial praxis.
topic decoloniality; language teacher education; decolonial praxis.
description In this article, we discuss the challenges of teacher education for the 21st Century, 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 knowledgeand 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 teachereducation, 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.
publishDate 2020
dc.date.none.fl_str_mv 2020-07-08
dc.type.none.fl_str_mv

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dc.identifier.uri.fl_str_mv http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/15468
url http://www.periodicos.letras.ufmg.br/index.php/rbla/article/view/15468
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv http://www.periodicos.letras.ufmg.br/index.php/rbla/article/downloadSuppFile/15468/2410
/*ref*/ANDREOTTI, Vanessa; AHENAKEW, Cash; COOPER, Garrick. Equivocal knowing and elusive realities: imagining global citizenship otherwise. In: ANDREOTTI, Vanessa; SOUZA, Lynn M. T. M. de. (Ed.). Postcolonial perspectives on global citizenship education. New York: Routledge, 2012. p. 221-237.
/*ref*/ANDREOTTI, Vanessa. O. Renegotiating epistemic privilege and enchantments with modernity: the gain in the loss of the entitlement to control and define everything. Social policy, education and curriculum research unit. North Dartmouth: Centre For Policy Analyses/UMass Dartmouth, 2013. p. b-s.
/*ref*/BALLESTRIN, Luciana. América Latina e o giro decolonial. Revista Brasileira de Ciência Política, Brasília. n. 11, p. 89-117. mai./ago. 2013.
/*ref*/BLOCK, David. Neoliberalism, the neoliberal citizen and English language teaching materials: a critical analysis/Neoliberalismo, el ciudadano neoliberal y los materiales para la enseñanza de la lengua inglesa: un análisis crítico. Ruta Maestra, 21, p. 4-15, 2017.
/*ref*/CASTRO-GÓMEZ, Santiago. Decolonizar la universidad: la hybris del punto cero y el diálogo de saberes. In: CASTRO-GÓMEZ, Santiago; GROFÓGUEL, Ramón. (Org.). El giro decolonial: reflexiones para uma diversidad epistémica más allá del capitalismo global, Bogotá: Siglo del Hombre Editores, 2007. p. 79-91.
/*ref*/CHRISTIANS, Clifford G. Ethics and politics in qualitative research. In: DENZIN, Norman K.; LINCOLN, Yvonna S. (Ed.) The landscape of qualitative research. 4ª ed. Thousand Oaks: Sage Publications, 2013. p. 125-167.
/*ref*/DENZIN, Norman K.; LINCOLN, Yvonna S. The discipline and practice of qualitative research. In: DENZIN, Norman K.; LINCOLN, Yvonna S. (Ed.) The landscape of qualitative research. 4ª ed. Thousand Oaks: Sage Publications, 2013. p. 1-41.
/*ref*/Don’t Judge my African American English. In: Utube, Oct 30, 2015. Available from: <https://www.youtube.com/watch?v=j7_rihFMB78>. Access on: 6 May 2019.
/*ref*/FREIRE, Paulo. An Incredible Conversation with Paulo Freire, 1996. Retrieved 24 April at https://www.youtube.com/watch?v=aFWjnkFypFA.
/*ref*/GLESNE, Corrine. Research as solidarity. In: DENZIN, Norman K.; GIARDINA, Michael D. Ethical futures in qualitative research. Walnut Creek: Left Coast Press, 2007. p. 169-178.
/*ref*/GROSFOGUEL, Ramón. Para descolonizar os estudos de economia política e os estudos pós-coloniais: transmodernidade, pensamento de fronteira e colonialidade global. In: SOUSA SANTOS, Boaventura; MENESES, Maria P. (Org.). Epistemologias do sul. São Paulo: Cortez, 2010. p. 455-491.
/*ref*/GROSFOGUEL, Ramón. The structure of knowledge in westernized universities: epistemic racism/sexism and the four genocides/epistemicides of the long 16th century. Human Architecture: Journal of the Sociology of Self-knowledge. n. XI, issue 1, p. 73-90, Fall, 2013.
/*ref*/HOOKS, Bell. Teaching to transgress: education as the practice of freedom. New York, Routledge, 1994. HUGHES, Langston. In: RAMPERSAD, Arnold; ROESSEL, David (Ed.). The collected poems of Langston Hughes. New York: Knopf, 1994.
/*ref*/KUMARAVADIVELU, Bala. Individual identity, cultural globalization and teaching English as an international language: the case for an epistemic break. In: ALSAGOFF, Lubna; RENANDYA, Willy A.; HU, Guangwei; MCKAY, Sandra L. (Ed.). Teaching English as an international language: principles and practices. New York: Routledge, 2012. p. 9-27.
/*ref*/LANDER, Edgardo. Ciências sociais: saberes coloniais e eurocêntricos. In: LANDER, Edgardo. (Org.). A colonialidade do saber: eurocentrismo e ciências sociais. Buenos Aires: Conselho Latino-americano de Ciências Sociais - CLACSO, 2005. p. 8-20.
/*ref*/LIN, Angel. Toward paradigmatic change in TESOL methodologies: building plurilingual pedagogies from the ground up. TESOL Quarterly, v. 47, n. 3, p. 521-45, 2013.
/*ref*/LINCOLN, Yvonna S.; CANNELLA, Gaile S. Ethics and the broader rethinking/ reconceptualization of research as construct. In: DENZIN, Norman K.; GIARDINA, Michael D. Ethical futures in qualitative research. Walnut Creek: Left Coast Press, 2007. p. 67-84.
/*ref*/MALDONADO-TORRES, Nelson. ‘On the coloniality of being’ – Contributions to the development of a concept, Cultural Studies, v. 21, n. 2, p. 240- 270, 2007.
/*ref*/MALDONADO-TORRES, Nelson. A topologia do ser e a geopolítica do conhecimento: modernidade, império e colonialidade. In: SOUSA SANTOS, Boaventura; MENESES, Maria P. (Org.). Epistemologias do sul. São Paulo: Cortez, 2010. p. 396-443.
/*ref*/MIGNOLO, Walter D. Epistemic disobedience, independent thought and de-colonial freedom. Theory, Culture & Society, Los Angeles, London, New Delhi, Singapore: Sage, v. 26 (7-8), p. 1-23, 2009.
/*ref*/MIGNOLO, Walter D. Local histories/global designs: coloniality, subaltern knowledges and border thinking. Princeton: Princeton University Press, 2012.
/*ref*/PENNYCOOK, Alastair. Language as a local practice. New York: Routledge, 2010.
/*ref*/PENNYCOOK, Alastair. Posthumanist applied linguistics. Oxford and New York: Routledge, 2018.
/*ref*/QUIJANO, Aníbal. Colonialidade do poder e classificação social. In: SOUSA SANTOS, Boaventura; MENESES, Maria P. (Org.). Epistemologias do sul. São Paulo: Cortez, 2010. p. 84-130.
/*ref*/SIMONE, Nina. Ain't got no, I got life. In: Nuff Said. New York City: RCA studios, 1968.
/*ref*/SOUSA SANTOS, Boaventura de. Para além do pensamento abissal: das linhas globais a uma ecologia de saberes. In SOUSA SANTOS, Boaventura de; MENESES, Maria P. (Org.). Epistemologias do sul. São Paulo: Cortez, 2010. p. 32-83.
/*ref*/THE help. Direção: Tate Taylor. Fotografia Stephen Goldblatt. [S.l.]: DreamWorks, 2012. 1 DVD (146 min.), NTST, color.
/*ref*/WALSH, Catherine. Interculturalidad, colonialidad y educación. Revista Educación y Pedagogía, XIX, v. 48, p. 25-35, 2007.
/*ref*/WALSH, Catherine. Lo pedagógico y ló decolonial: entretejiendo caminos. In: WALSH, Catherine. (Org.) Pedagogías decoloniales: prácticas insurgentes de resistir, (re)existir y (re)vivir. Quito: Abya Yala, 2013. p. 23-68.
/*ref*/WALSH, Catherine. Insurgency and Decolonial Prospect, Praxis, and Project. In: MIGNOLO, Walter D.; WALSH, Catherine. On decoloniality: concepts, analytics, praxis. Durham, Duke University Press, 2018a. p. 33-56.
/*ref*/WALSH, Catherine. On decolonial dangers, decolonial cracks, and decolonial pedagogies rising. In: MIGNOLO, Walter D.; WALSH, Catherine. On decoloniality: concepts, analytics, praxis. Durham, Duke University Press, 2018b. p. 81-98.
/*ref*/WALSH, Catherine; MIGNOLO, Walter. Introduction. In: MIGNOLO, Walter D.; WALSH, Catherine. On decoloniality: concepts, analytics, praxis. Durham, Duke University Press, 2018. p. 1-12.
/*ref*/WALSH, Catherine; OLIVEIRA, Luiz Fernandes de; CANDAU, Vera Maria. Colonialidade e pedagogia decolonial: Para pensar uma educação outra. Arquivos Analíticos de Políticas educativas, v. 26, n. 8, p.1-16, 2018.
dc.rights.driver.fl_str_mv Copyright (c) 2020 Revista Brasileira de Linguística Aplicada
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Revista Brasileira de Linguística Aplicada
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Faculdade de Letras - Universidade Federal de Minas Gerais
publisher.none.fl_str_mv Faculdade de Letras - Universidade Federal de Minas Gerais
dc.source.none.fl_str_mv Revista Brasileira de Linguística Aplicada; Vol 20, No 2 (2020): Teacher Education for the 21st Century
Revista Brasileira de Linguística Aplicada; Vol 20, No 2 (2020): Teacher Education for the 21st Century
Revista Brasileira de Linguística Aplicada; Vol 20, No 2 (2020): Teacher Education for the 21st Century
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