Partiendo de ¿Qué saben los profesores de inglés? a ¿Cómo experimentan los profesores de inglés el conocimiento? Una perspectiva decolonial en el estudio del conocimiento de los profesores de inglés
DOI:
https://doi.org/10.26817/16925777.1002Palabras clave:
conocimiento de los docentes de inglés, giro decolonial en la enseñanza de inglés, cuerpos de conocimiento, conocimiento emocional del docenteResumen
a existido un continuo interés por definir en qué consiste el conocimiento del docente de inglés con el propósito de definir los límites del campo de la enseñanza de esta lengua. El objetivo del artículo, enmarcado dentro de las premisas del giro decolonial, es compartir algunos de los resultados del estudio sobre el conocimiento docente teniendo como concepto de conocimiento lo descrito por Anzáldúa (2000). El conocimiento entendido como “una teoría de la consciencia global… que intenta abarcar todas las dimensiones de la vida, tanto internas como externas -los reinos de lo emocional, lo mental, lo imaginativo, lo espiritual, y lo corpóreo” (p.177). Los datos fueron recolectados por medio de narrativas testimoniales cuyo análisis estuvo basado en algunas de las pautas encontradas en el trabajo de Benmayor (2012) para escribir y comunitariamente analizar narrativas testimoniales escritas por profesores de inglés. El estudio también está inspirado y fundamentado en Las Epistemologías del Sur (Sousa Santos, 2004, 2006, 2016, 2018) para pensar sobre el conocimiento mucho más allá de las experiencias cognitivas de los docentes. Algunos de los resultados del estudio muestran que el conocimiento no es sólo una experiencia cognitiva sino emocional y corpórea. Los docentes de inglés no sólo utilizan los conocimientos metodológicos, pedagógicos o de contenido, sino que también experimentan el conocimiento a través de la emoción, como se muestra en un ejemplo de narrativa testimonial.
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