DECOLONIALITY AND LANGUAGE TEACHER TRAINING: PROPOSAL FOR A CURRICULAR MODEL

Abstract

We start from the idea that the curriculum is constituted from different ideological perspectives (FREIRE, [1991]2001) that imprint, in teacher training, relations of power and knowledge. The objective of this study was to analyze the curriculum of the Letters course at the Vale do Acaraú State University in order to understand how the relationship between the agents of the teaching-learning process and the articulations between knowledge and know-how occurs. Methodologically, this is a qualitative research, which is anchored in the interpretative paradigm (BORTONI-RICARDO, 2008), in order to analyze the current curriculum, discussing it in the light of decolonial studies (QUIJANO, 2000). Next, we present a curriculum proposal that considers the theory/practice interaction essential for the training of teachers capable of proposing positive actions for Basic Education. We conclude that the curricular models built from the traditional perspective are no longer satisfactory to contemporary educational demands, in addition to negatively influencing the social and educational practices of language teachers.