Critical Trans-literacies in a teacher’s trans-formation course: media, textbooks and processes of decolonialities

Resumo

This article aims at reflecting upon how Critical Trans-literacies (Canagarajah, 2020; Pennycoook, 2006) and processes of Colonialities of Power and Knowledge (Quijano, 1992) and Being (Maldonado-Torres, 2007) can be tackled in a English Language Teacher Education Course. As teachers in-devir (Deleuze; Guattari, 2011b), these undergraduate students participate in the co-construction of pedagogical materials supplemented (Derrida, 1993) by their own experiences as students and teachers of languages, the media, and textbooks, engaging in their own teaching-research processes, practice-and-as-theory and theory-and-as-practice (Mignolo; Walsh, 2018) that intertwine with-and their own teaching-research and learning-research experiences. Trans-literacies, as Translingual Practices (Canagarajah, 2013; 2020) and the affordances of the Information and Communication Digital Technologies (Giddens, 1991), Media and textbooks are used as mediation tools (Vigotski, 2001) to provoke movements of thought and teaching-research movements in the classrooms. By being critically engaged in designing and co-creating pedagogical materials localized in their multiple and heterogeneous territories (Saito, 2021), our colonized minds of teachers of English as a foreign language are provoked by learning to critically read ourselves (Freire, 2005; Monte Mór, 2019) and hopefully, deterritorialize and reterritorialize some of the Eurocentric modernity-rationality paradigms (Quijano, 1992) and try to co-construct knowledges and worlds otherwise in the Global South (Sousa Santos, 2010).  

Keywords: processes of decolonialities; critical trans-literacies; teacher trans-formation course.