Formação com professores de língua inglesa e decolonialidade: reflexões de uma docente pesquisadora em um estudo autoetnográfico

Abstract

This research had as main objective to reflect on my progress as a teacher educator in a Teaching Education Course with English language teachers, aiming at the (re) construction of classroom concepts and practices. The study is situaded in the field of Critical Applied Linguistics because it problematizes issues related to language in a social context (MOITA LOPES, 2006; PENNYCOOK, 2006) constantly seeking to fight against the privations suffered, in the perspective of social justice, through a necessary lightness of thought (ROJO, 2006). Assuming the language perspective of Bakhtin / Volochinov ([1929] / 2010), who considers it a social phenomenon that only materializes in the presence of the other, the study investigated in a rhizomatic perspective (DELEUZE; GUATTARI, 1995) my concerns as a teacher, researcher and teacher educator in an autoetnographic narrative (ELLIS, 2004; TEDLOCK, 2013; STARFIELD, 2020). In an autoetnography the researcher reflects on his personal experiences connecting with the cultural, the social and the political. So I tried to reflect on my selves, teacher, researcher and teacher educator in a Teaching Education Program with English Language Teachers carried out in a partnership between UFAL and IFAL in 2018/2019. My data collection instruments were my reflective diaries, audio recordings of the meetings, the lesson plans produced by the teachers; the informal conversations we had in between meetings; the interactions and activities carried out in the Moodle environment and the interactions carried out by the WhatsApp application, in addition to the moments I bring with me: memories, feelings, anxieties, joys, frustrations, which are part of my emotions. My theoretical framework is based on discussions about decolonial theories (CASTRO-GOMEZ, GROSFOQUEL, 2007; SOUZA SANTOS, 2007, 2013), about the roles played by contemporary education and the English language (BIESTA, 2006, 2010); in addition to critical literacy (MENEZES DE SOUZA, 2011, MONTE MÓR, 2013; DUBOC; 2018) and discussions about teacher education (PIMENTA, 2002; NÓVOA, 2017, FURLANETTO, 2011). My epiphanies, which are my interpretations of the data obtained in the research, lead me to perceive my imperfection (TODD, 2006) while I (re) built my SELVES (researcher, teacher educator and teacher) in search of the provocation of reflection and agency, in a decolonial perspective of teachers involved in the process. I conclude with my considerations about the reflection and feelings that arose during the research.