Reconfiguration of Foreign Language Teacher Education through Collective Praxis, Critical Bilingualism, and Situated Systematization
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This reflective article proposes a critical and decolonial reconfiguration of teacher training in foreign languages, in response to the technocratic, standardized, and Eurocentric approaches that have historically structured curricula in this field. Based on the problematization of these models, it raises the urgent need to move towards educational horizons that recognize situated knowledge, life trajectories, and historically subalternized voices. The experience of the Heliconias Dreamers, a Mixed Community for Research, Training, and Innovation (CMIFI), serves as an illustrative case of an epistemic-political praxis that is committed to critical bilingualism, participatory planning, and systematization as a method of reflection and transformation. This experience shows how teachers in training can exercise collective agency to redefine their role, challenge hegemonic teaching logics, and build more just, ethical, and contextually relevant educational processes. The article concludes with four epistemic-methodological principles to guide this transformation and calls for teacher training that does not reproduce oppression but rather enables possibilities for social, cognitive, and educational justice from and with the territories.
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