Perspectivas críticas e de(s)coloniais de educação linguística : teorizações construídas na formação inicial de professoras/es de línguas

Abstract

The critical reassignments of language studies have brought a new insight into teaching practices. The openness to other voices, silenced by the colonial/modern system, expanded the possibilities of research, bringing criticism and self-criticism as basic thoughts for language studies (MOITA LOPES, 2006, 2013). The dialogue between knowledge and transdiciplinarity (SIGNORINI, 1998; MIGNOLO; WALSH, 2018) has interwoven two ways of contemporary research-formation - colonial and critical perspectives - that lead to other learning of visualization of a more human world. Thus, I seek, alongside the agents of research, the presuppositions of Critical Applied Linguistics and the thought de(s)colonial, coming from the social sciences, alternatives to (re)construct meanings in students majoring in Portuguese and English languages. In this study, I count on the students’ data, who participated in a study group, called DIVERSO, in order to problematize the critical and de(s)colonial dimensions that these participants have apprehended in this context and the reflexes of them in language education. For these reflections to be possible, I conducted individual and collective reflective sessions and a research diary. Thus, the interpretations and discussions of the knowledge that make up this study are based on principles of qualitative research (DENZIN; LINCOLN, 2013), considering aspects of decolonial and critical research-training (JOSSO, 2004; SILVESTRE, 2017). Regarding the structure, the main reflections, in this paper, points to the critical and de(s)colonial dimensions that can be raised in the pre-service language teachers. In addition, I problematize the negative discourses that involve the teaching profession, arguing that study group, such as DIVERSO, may change conceptions of many pre-service teachers about teaching education. Besides, I argue that the dialogue of the various spheres of the teaching education spaces rebuilds the senses about the teaching practice and promotes important dimensions for the current conjecture. Based on these problematizations, I advocate a critical linguistic and de(s)colonial education, which agencies the subversion of colonialities through pedagogical and discursive practices in language teacher education.