Formação de professores de língua e decolonialidade: o estágio supervisionado como espaço de (re)existências

Abstract

In this work, we aim to construct an understanding of the internship in a course of teacher education that proposes to take on one of the challenges posed to teacher training: preparing the future professional to create learning possibilities in diverse, cultural and social contexts. Such diversity is reflected from the criticism of coloniality as a mode of subjectivation. We argue that the place of the teacher practicum, at its intersection between academic and professional practice, is configured as a potent scenario for an education whose teaching projects are guided by work that is concerned with reflecting and reducing inequalities when making a decolonial pedagogy that focuses on changing attitudes. For this, we present reflections of practices developed by us in the orientation of the Portuguese Practicum Course in two federal universities in Minas Gerais, Brazil, concluding with the proposition of three principles for a decolonial teacher training.