Portfólios educacionais: brechas para uma formação decolonizadora

Abstract

In this article, we will address the role of educational portfolios in the construction of decolonizing narratives in initial teacher education. Educational portfolios are instruments of reflection and criticism of educational practices pre-determined by rigid curricula. We will analyze reflections on the portfolios of undergraduate students in Letters. The role of these narratives is seen here as a breach of the closed discourse imposed by institutional documents that plaster the system and teacher training, such as the National Curriculum Guidelines for the Initial Training of Teachers for Basic Education and the Common National Base for the Initial Training of Teachers from Basic Education. These official documents can materialize what we call coloniality of power, above all, in its epistemological aspects - the coloniality of knowledge - and idioms, - the colonialities of languages. Thus, this article seeks to reflect on the effects of educational portfolios as qualitative metrics that disrupt the neoliberal logic of language policies.