Alpendre como um fazer docente outro: corporificando vivências na formação de professoras/es de língua(gen)s

Abstract

In this research, titled “Alpendre as another way of doing teaching: embodying experiences in language teacher education”, I aim to problematize the possible (re)co-constructions and (re)significations of meanings about knowledge and doings in Critical Language Teacher education, as well as the conflicts inherent to this process. The specific aims of the study are: a) to sentipensar the onto-epistemic space of the Alpendre in the academy as a possibility to embody the experiences in the education of language teachers; and b) to sentipensar about the issues and (re)significations co-constructed in the Alpendre as a different way of doing teaching. This research walks in post-qualitative studies (PARAISO, 2004; ST. PIERRE, 2014; PENNYCOOK, 2018), while using the following sources for generating empirical material: initial web questionnaire; partial transcripts of videotaped meetings; lived narratives registered in a (self)narrative and on a padlet mural; and research-reflective journals. The onto-epistemologies that intersect this study (dis)walk in the decolonial perspective (ANSARA, 2012; BORSANI; QUINTERO, 2014; CASTRO-GÓMEZ, 2005; FALS BORDA, 2015; MIGNOLO; WALSH, 2018; QUIJANO, 2009; SILVESTRE, 2017; WALSH, 2018, among others), in the critical education of language teachers (BORELLI, 2018; COSTA-SILVA, 2022; FRANK, 2013; GOTTARDI, 2021; MEOTTI, 2020; RODRIGUES, 2020, 2022, among others), and in Critical Language Education (FREIRE, 1979, 1989, 1996; MENEZES DE SOUSA, 2011, 2019a; MONTE MÓR, 2015; RAJAGOPALAN, 2007; ROSA-DA- SILVA, 2021; SABOTA, 2018; PESSOA, 2021; SILVESTRE, 2017, 2018, among others). In the study, the co-construction and perception of the empirical material are made through decolonial efforts (SILVESTRE, 2017), co-construction of other movements about being/being in the world that seeks a knowing-with, (re) signifying praxis, working the agency and other ways of becoming Language teachers against the marks of the colonialism still present in our society and in our educational organization. In this ay, this paper reveals other ways of self-perception, self-seeing and (of)looking at oneself, with the intention of bringing spaces to discuss and debate questions about teacher education, corporality and critical language education, as well as possibilities of a more embodied language teacher education. Regarding the social perceptions related to becoming a language teacher, the study points out that the alpendreiras/os, how I designate the collaborators who helped me build the corpus of this research, (re) signified their perceptions about their professional, personal, and social education processes, about what involves teaching and educational praxis. Therefore, this research contributed to the understanding of the necessity of a teacher education that embodies experiences, builds affections and provides a continuous and unfinished process of becoming a teacher.