Entreprendre des « pédagozations » décoloniales dans un programme de doctorat pour la formation des enseignants en langue anglaise en Colombie
DOI :
https://doi.org/10.17533/udea.ikala.v27n3a12Mots-clés :
doctorat, enseignement de l’anglais, pédagogizations, formation des enseignants, décolonialitéRésumé
L’engagement décolonial dans l’éducation adopte un grand nombre de facettes géopolitiques et corporelles dans les pays du Sud et du Nord. Elle voit l’émergence des « pédagogies croisées », des pédagogies insoumises et des pédagogies trans/queer, et cétéra. Ainsi, l’engagement décolonial en éducation constitue un lieu épistémologique de lutte, de fracture et de guérison. Cette pluralité place les dénommées pédagogisations dans le tournant décolonial. Les pédagogizations, d'autre côté, dénotent des actions autres que la domination du colonialisme dans un domaine désigné, comme la pédagogie. Pourtant, les pédagogisations décoloniales restent peus explorées dans la littérature sur la formation des enseignants de langues. Cet article éclaire et discute comment ces pédagogisations sont (co)construites par et avec des professeurs d’anglais dans un programme doctoral d’une université publique colombienne qui prend une position épistémologique du Sud et cherche à décoloniser la formation des enseignants. Dans cette ligne, cet article contribue à la littérature qui reprend les méthodologies décoloniales, ou pédagogisations, en éducation et propose d’inclure le processus de (co)construction des connaissances autrement, voire l’orientation submergée, les opinions déculoniales et la culture de l’hétérarchie sur les relations. Pourtant, il critique aussi ces pédagogisations déCUloniales dans la formation des enseignants de langues, favorisant la constitution onto-épistémologique autrement des processus éducatifs dans l’éducation supérieure du troisième cycle.
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