Teacher training from a decolonial perspective: propositional paths based on critical multiliteracies

Abstract

RIOS, Vanessa dos Santos et al. Teacher training from a decolonial perspective: propositional paths based on critical multiliteracies. Educação. Santa Maria [online]. 2024, vol.49, e87277.  Epub Sep 19, 2025. ISSN 1984-6444.  https://doi.org/10.5902/1984644487277.

Discussing teacher training, from a decolonial perspective, represents a break with the Eurocentric paradigm, pointing out other ways to promote training processes that consider different cultures, races and knowledge constructed throughout human history. Training processes, in turn, need to consider the demands of contemporary education, as well as its social actors. It is in this sense that the proposed study seeks to investigate how critical multiliteracies can provide propositions for decolonial teacher training, presenting reflections on the importance of thinking about this process from perspectives focused on decoloniality. To this end, through a qualitative approach and based on the epistemology of praxis, a bibliographic study was carried out to create understandings about decolonial teacher training, as well as to identify how critical multiliteracies can present possibilities for the development of a thought decolonial, in teaching. Studies and dialogues were carried out with authors who discuss teacher training, decoloniality, critical multiliteracies, such as: Nóvoa (2010), Quijano (2009), Rigal (2000), Flecha e Tortajada, (2000), Freire (1996), Street (2014), Walsh (2009), Ghedin (2012) and Silva (2018). Given the reflection constructed in this study, we present propositions for training from a decolonial perspective, based on critical multiliteracies: 1. Expand the spaces where literacies are constructed, beyond the school; 2. Rethink the curriculum from a decolonial perspective; 3. Design training processes so that teachers become autonomous social actors; 4. Develop an intercultural pedagogy; 5. Encourage the teacher to authorize himself in the elaboration of theories and practices.

Keywords : Critical Multiliteracies; Teacher Training; Decoloniality..

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