Entretecidxs: fios decoloniais para o ser, as comunidades e os programas de formação de professores de inglês como língua estrangeira na Colômbia
DOI:
https://doi.org/10.17533/udea.ikala.v27n3a02Palavras-chave:
decolonialidade, autoetnografia comunitária crítica, pedagogia das possibilidades, ensino do inglês, experiências de vida, formação de docentesResumo
Ao abordar o estado do trabalho de pesquisa neocolonial no século XXI, os autores de este artigo primeiro analisam como a academia em geral, e o treinamento do ile em particular, podem ser configurados como locais opressivos e colonizadores. Em segundo lugar, eles apresentam sua experiência pessoal como professores estagiários e graduados que participaram da pedagogia das possibilidades (POP) numa universidade na cidade de Tunja, Colômbia. Princípios indígenas como interconectividade e relacionalidade e conceitos chicanxs/latinxs, como corpomenteespírito, caminho do conhecimento e ativismo espiritual foram essenciais para pôr em prática a POP. Para os docentes, esta pedagogia é um ato político de resistência frente à natureza despersonalizada, alienante e desapaixonada do ensino, da pesquisa e do estar na academia e fora dela. Nesta autoetnografia comunitária crítica, desenvolvida ao longo de quatro anos, os testemunhos, diários de campo e criações artísticas dos/as autores/as constituíram os métodos de coleta de conhecimento para analisar como a descolonização das práticas de ensino e pesquisa permeou a re-significação de suas identidades pessoais e profissionais. Depoimentos e codificação teórica revelaram que a POP permitiu aos participantes se engajar em práticas decoloniais de auto-reconhecimento, reconstrução, empoderamento, crescimento e cura. A análise também revelou que a descolonização do eu leva a adotar uma postura em que valores como o cuidado e o respeito ao eu e às comunidades são centrais para as agendas decoloniais e críticas de justiça social. Os resultados indicam a necessidade de re-significar as práticas pedagógicas e educacionais no ensino da língua inglesa além das agendas neoliberais, que apresentam graduações/classificações, individualismo e competição.
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