Pre-service English teacher education waking the path to decoloniality

Abstract

Aspects related to decoloniality, especially in pre-service English teacher education, should no longer be ignored. With this in mind, we developed, over a semester of the Languages/English major at a federal university, two courses from the last semester of the undergraduate program, through which we established dialogues between the teaching of languages ​​and literature under the decolonial view. In this text, we aim to share and analyze data about the experience, which culminated in the presentation of decolonial class proposals by the undergraduates, to be developed in basic education English classrooms. It is an interpretative qualitative analysis (MOITA LOPES, 1994) on the development of the two courses, focusing on the class proposals presented. Our discussion, in the scope of applied linguistics, is anchored in authors such as Grosfoguel (2021), Mignolo (2017), Silva Júnior; Matos (2019), Kumaravadivelu (2014), Monte Mór (2018), Queiroz (2020). The main results demonstrate that, when having contact with decolonial ideas, pre-service teachers were able to expand their perspectives on the meaning of teaching English in public schools, basing proposals on their own experiences in higher education, as well as on the experiences provided by supervised internships; which, in the case under analysis, culminated in problematizing activities involving ethnic-racial and gender issues.