Challenges of a decolonial undertaking in teacher education

Authors

  • Rosane Rocha Pessoa Universidade Federal de Goiás
  • Viviane Pires Viana Silvestre Universidade Estadual de Goiás
  • Julma Dalva Vilarinho Pereira Borelli Universidade Federal do Mato Grosso

Abstract

As Brazilian university teachers, we have taken part in some courses aimed at the professional development of in-service English teachers. However, inspired by decolonial thinking, we have seen them as reproducing logics of coloniality, an epistemological frame which hierarchizes human beings socially, ontologically and epistemically. Thus, in an attempt to fight the coloniality and power established between universities and schools, in 2016, we set up a study group – a space where we, English teachers in Goiás, could talk about our profession. Our aim in this interpretive study is to discuss initial challenges of this decolonial undertaking. We do so by focusing on attendance and agency. The reflections made in this article indicate that our expectation to expand our praxis was achieved somehow, but we consider it was jeopardized due to poor attendance and lack of agency. We conclude with some following moves to challenge coloniality in educational projects.

Key-words: decolonial thinking, study group, teacher education.


Author Biographies

Rosane Rocha Pessoa, Universidade Federal de Goiás

Docente do curso de Letras: Inglês e do Programa de Pós-Graduação em Letras e Linguística da Universidade Federal de Goiás.

Viviane Pires Viana Silvestre, Universidade Estadual de Goiás

Docente do curso de Letras: Português e Inglês, câmpus Anápolis de CSEH, e do Programa de Pós-Graduação Interdsciplinar em Educação, Linguagem e Tecnologias da Universidade Estadual de Goiás.

Julma Dalva Vilarinho Pereira Borelli, Universidade Federal do Mato Grosso

Docente do curso de Letras: Inglês, câmpus Rondonópolis, da Universidade Federal do Mato Grosso.

Downloads

Published

2019-05-17

How to Cite

Pessoa, R. R., Silvestre, V. P. V., & Borelli, J. D. V. P. (2019). Challenges of a decolonial undertaking in teacher education. Calidoscópio, 17(2), 342–360. Retrieved from https://www.revistas.unisinos.br/index.php/calidoscopio/article/view/cld.2019.172.07

Issue

Vol. 17 No. 2 (2019): Maio/Agosto

Section

Articles

License

I grant the journal Calidoscópio the first publication of my article, licensed under Creative Commons Attribution license (which allows sharing of work, recognition of authorship and initial publication in this journal).

I confirm that my article is not being submitted to another publication and has not been published in its entirely on another journal. I take full responsibility for its originality and I will also claim responsibility for charges from claims by third parties concerning the authorship of the article.

I also agree that the manuscript will be submitted according to the journal’s publication rules described above.