Resumen

AGUIRRE-GARZON, Édgar Augusto; UBAQUE-CASALLAS, Diego; SALAZAR-SIERRA, Adriana  y  LOPEZ HURTADO, María Eugenia. Knowledges on Conflicts and Reconciliations in English Preservice Teachers' Pedagogical Practicum. Íkala [online]. 2022, vol.27, n.3, pp.646-662.  Epub 09-Nov-2022. ISSN 0123-3432.  https://doi.org/10.17533/udea.ikala.v27n3a04.

This article analyzes and documents the pedagogical knowledge about conflicts and reconciliations that emerges in the pedagogical practice of two EFL student-teachers working in educational institutions in Bogotá, Colombia. The study used narrative events of the experiences of the teacher-trainees in conflictive pedagogical contexts. These experiences were analyzed through a narrative approach, from a decolonial perspective, to address localized forms of knowledge that are alternative to hegemonic knowledge production structures. The results show that from practices based on the recognition of the other, the understanding of conflict as connatural to the subjects and the dialogue between traditional Western language pedagogies and other pedagogies in the classroom, the student-teachers began to fracture traditional logics in the teaching of EFL. This allowed them to reconfigure the construction of their students as social subjects and the teaching of English as a humanizing social practice. These results suggest that it is necessary for teacher training institutions to make more visible the knowledge-generating experiences of student-teachers in their pedagogical practice.

Palabras clave : decoloniality; teacher education; English as a foreign language; teaching practicum; reconciliation; conflict resolution.

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