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Towards a Decolonial Language Teacher Education
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In: Revista Brasileira de Linguística Aplicada, Vol 20, Iss 2, Pp 301-324 (2020) (2020)
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A Critical Teacher Education Experience in the State of Goiás, Brazil
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In: Revista Brasileira de Linguística Aplicada, Iss 0 (2017) (2017)
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A Critical Teacher Education Experience in the State of Goiás, Brazil
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In: Revista Brasileira de Linguística Aplicada, Vol 18, Iss 2, Pp 339-366 (2017) (2017)
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Língua como espaço de poder: uma pesquisa de sala de aula na perspectiva crítica
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In: Revista Brasileira de Linguística Aplicada, Vol 16, Iss 1, Pp 133-156 (2016) (2016)
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WEB 2.0 AND FOREIGN/ADDITIONAL LANGUAGE TEACHER EDUCATION: FOCUS IN A VIRTUAL STUDY GROUP
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In: Signum: Estudos da Linguagem, Vol 2, Iss 18, Pp 423-448 (2015) (2015)
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A critical approach to the teaching of English: pedagogical and identity engagement
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In: Revista Brasileira de Linguística Aplicada, Vol 14, Iss 2, Pp 353-372 (2014) (2014)
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A critical approach to the teaching of English: pedagogical and identity engagement
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In: Revista Brasileira de Linguística Aplicada, Vol 14, Iss 2, Pp 353-372 (2014) (2014)
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| 8 |
Problematizando o estágio supervisionado de inglês Problematizing English teaching practicum
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In: Revista Brasileira de Linguística Aplicada, Vol 10, Iss 1, Pp 249-269 (2010) (2010)
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Sources and types of change: a study with three English teachers Fontes e tipos de mudança: um estudo com três professores de inglês
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In: Revista Brasileira de Linguística Aplicada, Vol 9, Iss 1, Pp 265-290 (2009) (2009)
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| 10 |
A PROBLEMATIZAÇÃO DE UM MITO: COMO E QUEM PODE CONTEXTUALIZAR NOVAS PALAVRAS NO PROCESSO DE ABORDAGEM LEXICAL?
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In: Signótica; v. 20, n. 2 (2008) ; 2316-3690 ; 01037250 (2009)
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| 11 |
A critical, decolonial glance at language teacher education in Brazil: on being prepared to teach
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In: DELTA: Documentação de Estudos em Lingüística Teórica e Aplicada, Vol 35, Iss 3
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Abstract:
ABSTRACT 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.
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Keyword:
decolonial teacher education; language; P1-1091; Philology. Linguistics; teaching; the subject
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URL: https://doi.org/10.1590/1678-460x2019350306
https://doaj.org/article/c2d0737bf75f449caf9e6fd39d4ac7b8
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