Currículo, literatura e a reconfiguração da formação de professores de línguas

justiça social e a dimensão socioemocional no reconhecimento de saberes

Abstract

This article investigates language teacher education through the lenses of social justice, socio-emotional dimensions, and educational equity. Anchored in the socially just school (LIBÂNEO, 2012; LIBÂNEO; SILVA, 2020) and the right to literature as humanization (CANDIDO, 2011), it proposes curricular decolonization to overcome structural inequalities. The problem lies in the coloniality of knowledge (MIGNOLO, 2008, 2017), which marginalizes peripheral knowledge and perpetuates a school dualism: intellectualized teaching for elites and welfare-oriented reception for the masses, neglecting affective and relational aspects. The theoretical-methodological framework articulations the Pedagogy of Autonomy and the act of reading (FREIRE, 1996, 2011, 2024) with decolonial perspectives, centering on escrevivência (EVARISTO, 2020), a device for healing and emotional engagement. It is argued that integrating decolonial literature and plurality of knowledge in teacher education overcomes the impasse between the right to difference and access to systematized knowledge, promoting well-being and, cultural dignity. It concludes that such reconfiguration provides teachers with competencies (PERRENOUD, 2000) and relational sensitivity to act as transformative intellectuals, breaking through curricular barriers that limit the full development and affirmation of dignity of marginalized populations.