ABSTRACT
In this article, we discuss the challenges of teacher education for the 21stCentury, taking decoloniality as a possible way to resignify our praxis. One of the challenges in decolonial thinking is to problematize the coloniality of knowledge (LANDER, 2005LANDER, Edgardo. Ciências sociais: saberes coloniais e eurocêntricos. In: ______. (org.). A colonialidade do saber: eurocentrismo e ciências sociais. Buenos Aires: Conselho Latino-americano de Ciências Sociais - Clacso, 2005. p. 8-20.), which is established through the privilege of scientific knowledge and the invisibilization of other forms of knowing. In this respect, Castro-Gomez (2007)CASTRO-GÓMEZ, Santiago. Decolonizar la universidad: la hybris del punto cero y el diálogo de saberes. In: CASTRO-GÓMEZ, Santiago; GROFÓGUEL, Ramón. (org.). El giro decolonial: reflexiones para uma diversidad epistémica más allá del capitalismo global, Bogotá: Siglo del Hombre Editores, 2007. p. 79-91. affirms that the university is an institution that contributes significantly to the maintenance of this logic. As university teachers directly involved in language teacher education, we have sought different ways to develop our praxis as a decolonial project (WALSH, 2013WALSH, Catherine. Lo pedagógico y ló decolonial: entretejiendo caminos. In: ______. (org.) Pedagogías decoloniales: prácticas insurgentes de resistir, (re)existir y (re)vivir. Quito: Abya Yala, 2013. p. 23-68.). In this article, we discuss decoloniality and present three praxes in which our objective was attempting to live language teacher education otherwise.
KEYWORDS:
decoloniality; language teacher education; decolonial praxis