Resumen

FRAZAO, Lucenir da Silva  y  SA, Luciana Passos. Decoloniality and teacher professional development: (im)pertinent issues to scientific education. Rev. Educ. Questão [online]. 2023, vol.61, n.69, e-32431.  Epub 19-Dic-2023. ISSN 1981-1802.  https://doi.org/10.21680/1981-1802.2023v61n69id32431.

In this essay, we aim to establish a theoretical bridge between decolonial theoretical assumptions and teacher professional development. In this scope, we raise discussions about hegemonic discourses and practices - uncritically adopted - that naturalize the colonial and Eurocentric legacy which subordinated other ways of being and existing in the world. We discuss the professional development of epistemic individuals, builders of knowledge from reflection on their own practice, as opposed to the mere reproduction of curricular and institutional prescriptions, still heavily influenced by the logic of coloniality. We also point to possible paths to foster professional development based on critical reflection about the social inequalities and injustices that permeate the educational context, as well as the adoption of fairer integrative, and emancipatory pedagogical discourses and practices in science education.

Palabras clave : Teacher professional development; Decoloniality; Coloniality; Science Education.

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