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

Mariana Mastrella-de-Andrade, Rosane Rocha Pessoa

Resumo


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.

Palavras-chave


decolonial teacher education; language; the subject; teaching

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Revista Delta-Documentação e Estudos em Linguística Teórica e Aplicada ISSN 1678-460X