ABSTRACT
Teacher education can take place in multiple spaces besides the school environment (university and basic education schools), following different paths and in a decolonial way. Having this in mind, a qualitative research with an interpretative scope was conducted during a year and a half, on the range of the English project of the National Pre-service Brazilian Teacher Education Program (Pibid) at a federal university in Brazil. In this article, the focus is on the analysis of pre-service teachers’ field diaries and their content concerning one of the activities developed as part of the project: going to the movies and reflecting upon some films. The experience revealed how pre-service teachers had the chance to reflect on the relationships they were able to establish with teacher education, and the readings and experiences provided by Pibid, thus corroborating the importance of decolonizing practices.
KEYWORDS:
Teacher education; Pibid; English language; decolonial practices; movies