Pedagogías críticas para la enseñanza del inglés: una experiencia de formación de maestros en servicio

Abstract

This research article proposes an exercise to systematize the training experience developed with in-service English teachers from the public sector in Bogotá. This course, titled Critical Pedagogies for ELT, focused on addressing concepts related to critical pedagogies from authors such as Kumaravadivelu (2012, 2013), Canagarajah in Porto, (2021) and Samacá (2012) who highlight the need to promote reflection processes in teachers in such a way that they can question the place of instrumentalization of their work and the possibility of promoting an exercise to decolonize the teaching of English. The experience took place between January and March 2023 and 16 teachers from the public sector participated in it. The main achievements were the reflection that the teachers built on their identities as English teachers, the openness to critical theoretical concepts and the appropriation of the systematization of experiences as a strategy that allows them to reflect on their own practice and build knowledge from it. The main difficulty for the development of the teacher training experience is related to obtaining resources (materials, spaces and times) for its implementation.