A critical, decolonial glance at language teacher education in Brazil: on being prepared to teach

A critical, decolonial glance at language teacher education in Brazil: on being prepared to teach

ABSTRACT 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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Main Authors: Mastrella-de-Andrade,Mariana R., Pessoa,Rosane Rocha
Format: Digital revista
Language:English
Published: Pontifícia Universidade Católica de São Paulo - PUC-SP 2019
Online Access:http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-44502019000300405
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spelling oai:scielo:S0102-445020190003004052019-07-18A critical, decolonial glance at language teacher education in Brazil: on being prepared to teachMastrella-de-Andrade,Mariana R.Pessoa,Rosane Rocha decolonial teacher education language the subject teaching ABSTRACT 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.info:eu-repo/semantics/openAccessPontifícia Universidade Católica de São Paulo - PUC-SPDELTA: Documentação de Estudos em Lingüística Teórica e Aplicada v.35 n.3 20192019-01-01info:eu-repo/semantics/articletext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-44502019000300405en10.1590/1678-460x2019350306
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language English
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author Mastrella-de-Andrade,Mariana R.
Pessoa,Rosane Rocha
spellingShingle Mastrella-de-Andrade,Mariana R.
Pessoa,Rosane Rocha
A critical, decolonial glance at language teacher education in Brazil: on being prepared to teach
author_facet Mastrella-de-Andrade,Mariana R.
Pessoa,Rosane Rocha
author_sort Mastrella-de-Andrade,Mariana R.
title A critical, decolonial glance at language teacher education in Brazil: on being prepared to teach
title_short A critical, decolonial glance at language teacher education in Brazil: on being prepared to teach
title_full A critical, decolonial glance at language teacher education in Brazil: on being prepared to teach
title_fullStr A critical, decolonial glance at language teacher education in Brazil: on being prepared to teach
title_full_unstemmed A critical, decolonial glance at language teacher education in Brazil: on being prepared to teach
title_sort critical, decolonial glance at language teacher education in brazil: on being prepared to teach
description ABSTRACT 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.
publisher Pontifícia Universidade Católica de São Paulo - PUC-SP
publishDate 2019
url http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0102-44502019000300405
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