An autoethnographic analysis of a decolonial proposal for Teaching Practicum

Abstract

In this article, I do an autoethnographic analysis of my teaching experiences in English Teaching Practicum courses, observing the transition from an epistemological orientation based on coloniality to a decolonial attitude. For this, I divided the article into two sections. In the first, I discuss the methodological approach chosen for the development of the article in a proposal to decolonize the scientific assumptions that underlie research by privileging autoethnography as a method. In the second part, I focus on the analysis of course descriptions and teaching experiences in the aforementioned course, highlighting the role of literature as a resource for a decolonial perspective, which is in line with the social reality found in the fields of Teaching Practicum students’ performance during their undergraduate studies and, in part, after them: the public school.