authors developed a case study in a language center of a federal university in the state of Goiás, Brazil, in which they analyzed the challenges of teaching English through critical themes based on students' perception and on collaborative reflections between the teacher and his collaborator. They found that, in general, students were pleased with their development concerning language and critical thinking as a result of engagement in the dialogic process established in class for 4 months. However, the research also implies that language teachers, when adopting critical teaching, should learn how to engage fully with students' positions and academic voices, choice and length of themes, and the conception of language as a social practice.

RESUMO:Há provavelmente tanto razões a favor quanto contra a utilização do livro didático no ensino de língua estrangeira, mas o fato é que, no Brasil, poucos são os contextos educacionais em que não se adota um livro didático. A relação entre essa ampla adoção do livro didático e os modelos tradicionais de formação profissional, nos quais os professores aprendem a aplicar em suas práticas pedagógicas teorias produzidas por agentes externos, parece bastante óbvia. No entanto, nos modelos atuais de formação, que objetivam principalmente que os professores construam conhecimento sobre ensino e aprendizagem, será que há espaço para o livro didático ou deveria o professor criar os seus próprios materiais? Neste texto, abordaremos esse tópico, levando em consideração a percepção de alunos do curso de graduação em Letras da UFG sobre a utilização do livro didático no ensino de inglês. Palavras-chave: livro didático; formação de professores; ensino de língua estrangeira.ABSTRACT: There may be as many reasons in favour of the use of commercial textbooks in foreign language teaching as against it, but in Brazil there are few contexts in which a textbook is not used. The relationship between this broad adoption of textbooks and the traditional models of teacher education -in which teachers learn how to apply, in their teaching practice, theories developed by researchers -is rather obvious. However, in recent models of teacher education, which aim for teachers to build knowledge about teaching and learning, is there room for textbooks or should teachers develop their own material? In this text, this topic will be dealt with, taking into consideration the perception of undergraduate students of Letras (UFG) about the use of textbooks in English teaching.

This paper is an attempt to show how our research group has been putting into practice a critical approach to the teaching of English. We started this work in 2005 and since then we have been reflecting collaboratively on it in order to better comprehend what we do and who we are as individuals and language teachers in this world of possibilities. Two aspects that stand out in the studies we have done are the teachers’ pedagogical and identity engagement. These two types of engagement will be shown here by means of a discussion on Andrade’s (2011) Letras (Licenciatura em Inglês) final paper, which focused on the theme race/racism.

In this article, we discuss the challenges of teacher education for the 21stCentury, taking decoloniality as a possible way to resignify our praxis. One of the challenges in decolonial thinking is to problematize the coloniality of knowledge (LANDER, 2005), which is established through the privilege of scientific knowledge and the invisibilization of other forms of knowing. In this respect, Castro-Gomez (2007) affirms that the university is an institution that contributes significantly to the maintenance of this logic. As university teachers directly involved in language teacher education, we have sought different ways to develop our praxis as a decolonial project (WALSH, 2013). In this article, we discuss decoloniality and present three praxes in which our objective was attempting to live language teacher education otherwise.

Este estudo tem como objetivo investigar as reflexões conduzidas por professores de inglês da escola pública sobre sua prática pedagógica e suas conseqüências para os alunos. Os resultados mostraram que os temas principais da reflexão instrução, conteúdo, objetivos, resultados, contexto, professor e alunos. O foco deste trabalho será nas teorias práticas sobre conteúdo e objetos, que não foram simplesmente desvendados mas, printipalmente, questionados e transformados.