A critical, decolonial glance at language teacher education in Brazil

On Being Prepared to Teach

Bibliographic Data

ID3881030
AuthorsMariana R Mastrella-De-Andrade (0000-0002-0539-0293, Universidade de Brasília), Rosane Rocha Pessoa (0000-0002-0538-2891, Universidade Federal de Goiás)
Year2019
Volume35
Issue3
Pagese2019350306
Publication date2019-01-01
Open AccessYes
TypeARTICLE
VenueDELTA Documentação de Estudos em Lingüística Teórica e Aplicada (JOURNAL)
Journal identifiersISSN: 0102-4450 • E-ISSN: 1678-460X
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/1678-460x2019350306
OpenAlexW2962886578
SciELOS0102-44502019000300405
LanguageEN
Citations received8
References cited25

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

Art · Language education · Language teacher · Mathematics education · Pedagogy · Perspective (graphical) · Sociology · Subject (documents) · Teacher education · Visual arts · Computer Science · Linguistics and Education Research · Literature, Culture, and Criticism · Psychology · Race, Identity, and Education in Brazil

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Open DOISci-HubOpen Access