<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0123-3432</journal-id>
<journal-title><![CDATA[Íkala, Revista de Lenguaje y Cultura]]></journal-title>
<abbrev-journal-title><![CDATA[Íkala]]></abbrev-journal-title>
<issn>0123-3432</issn>
<publisher>
<publisher-name><![CDATA[Escuela de Idiomas, Universidad de Antioquia]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0123-34322022000300646</article-id>
<article-id pub-id-type="doi">10.17533/udea.ikala.v27n3a04</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Saberes sobre conflictos y reconciliaciones en la práctica pedagógica de docentes de inglés en formación]]></article-title>
<article-title xml:lang="en"><![CDATA[Knowledges on Conflicts and Reconciliations in English Preservice Teachers' Pedagogical Practicum]]></article-title>
<article-title xml:lang="pt"><![CDATA[Saberes sobre conflitos e reconciliações na práctica pedagógica de docentes de inglês em formação]]></article-title>
<article-title xml:lang="fr"><![CDATA[Savoirs sur des conflits et réconciliations dans les pratiques pédagogiques des enseignants stagiaires d'anglais]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Aguirre-Garzón]]></surname>
<given-names><![CDATA[Édgar Augusto]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ubaque-Casallas]]></surname>
<given-names><![CDATA[Diego]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Salazar-Sierra]]></surname>
<given-names><![CDATA[Adriana]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[López Hurtado]]></surname>
<given-names><![CDATA[María Eugenia]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontificia Universidad Javeriana  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Distrital Francisco José de Caldas  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Pontificia Universidad Javeriana  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<aff id="Af4">
<institution><![CDATA[,Universidad Nacional de Colombia  ]]></institution>
<addr-line><![CDATA[Bogotá ]]></addr-line>
<country>Colombia</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2022</year>
</pub-date>
<volume>27</volume>
<numero>3</numero>
<fpage>646</fpage>
<lpage>662</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_arttext&amp;pid=S0123-34322022000300646&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_abstract&amp;pid=S0123-34322022000300646&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.co/scielo.php?script=sci_pdf&amp;pid=S0123-34322022000300646&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen Este artículo analiza y documenta los saberes pedagógicos sobre conflictos y reconciliaciones que emergen en la práctica pedagógica de dos docentes en formación, que enseñan inglés como lengua extranjera (ILE) en colegios de Bogotá, Colombia. El estudio empleó eventos narrativos de las experiencias de las docentes-practicantes en contextos pedagógicos conflictivos. Estas experiencias se analizaron a través de un enfoque narrativo, desde un lente de pensamiento decolonial, para abordar formas localizadas de saberes que son alternos a estructuras de producción de conocimiento hegemónico. Los resultados muestran que a partir de prácticas fundadas en el reconocimiento del otro, el entendimiento del conflicto como connatural a los sujetos y el diálogo entre pedagogías de lengua tradicional occidental y pedagogías otras en el aula, las docentes en formación empezaron a fracturar lógicas tradicionales en la enseñanza de ILE. Esto les permitió reconfigurar la construcción de sus estudiantes como sujetos sociales y la enseñanza del inglés como una práctica social humanizadora. Dichos resultados sugieren la necesidad de que las instituciones que forman docentes visibilicen más las experiencias generadoras de saber de los docentes en formación en su práctica pedagógica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo analisa e documenta os conhecimentos pedagógicos sobre conflitos e conciliações que surgem na prática pedagógica de dois professores estagiários no ensino de inglês como língua estrangeira que trabalham em várias escolas de Bogotá, Colômbia. O estudo utilizou eventos narrativos das experiências dos professores estagiários em contextos pedagógicos conflituosos. Estas experiências foram analisadas através de uma abordagem narrativa, a partir de uma lente de pensamento decolonial, para abordar formas localizadas de conhecimento que são alternativas às estruturas de produção de conhecimento hegemônico. Os resultados mostram que a partir das práticas baseadas no reconhecimento do outro, na compreensão do conflito como conatural às assinaturas e no diálogo entre as pedagogias tradicionais da língua ocidental e outras pedagogias em sala de aula, os estudantes-professores começaram a fraturar as lógicas tradicionais no ensino do inglês como língua estrangeira. Isto lhes permitiu reconfigurar a construção de seus alunos como disciplinas sociais e o ensino do inglês como uma prática social humanizadora. Os resultados indicam que é preciso que as instituições de formação de professores tornem mais visíveis as experiências geradoras de conhecimento dos professores-estudantes em sua prática pedagógica.]]></p></abstract>
<abstract abstract-type="short" xml:lang="fr"><p><![CDATA[Résumé Cet article analyse et documente les connaissances pédagogiques sur les conflits et les réconciliations qui émergent dans la pratique pédagogique de deux enseignants stagiaires qui enseignent l&#8217;anglais langue étrangère (ALE) à des écoles de Bogotá, Colombie. L&#8217;étude a utilisé les événements narratifs des expériences des enseignants stagiaires dans des contextes pédagogiques conflictuels. Ces expériences ont été analysées par le biais d&#8217;une approche narrative, à travers le prisme de la pensée décoloniale, afin d&#8217;aborder les formes localisées de connaissances qui sont alternatives aux structures hégémoniques de production de connaissances. Les résultats montrent qu&#8217;à partir de pratiques fondées sur la reconnaissance de l&#8217;autre, la compréhension du conflit comme étant connaturel aux sujets et le dialogue entre les pédagogies traditionnelles de la langue occidentale et d&#8217;autres pédagogies dans la classe, les étudiants-enseignants ont commencé à fracturer les logiques traditionnelles de l&#8217;enseignement de l&#8217;ALE. Cela leur a permis de reconfigurer la construction de leurs étudiants en tant que sujets sociaux et l&#8217;enseignement de l&#8217;anglais en tant que pratique sociale humanisante. Les résultats sugerent qu'il faut que les établissements de formation des enseignants rendent plus visibles les expériences génératrices de connaissances des étudiants-enseignants dans leur pratique pédagogique.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[decolonialidad]]></kwd>
<kwd lng="es"><![CDATA[formación de docentes]]></kwd>
<kwd lng="es"><![CDATA[inglés como lengua extranjera]]></kwd>
<kwd lng="es"><![CDATA[práctica pedagógica]]></kwd>
<kwd lng="es"><![CDATA[reconciliación]]></kwd>
<kwd lng="es"><![CDATA[solución de conflictos]]></kwd>
<kwd lng="en"><![CDATA[decoloniality]]></kwd>
<kwd lng="en"><![CDATA[teacher education]]></kwd>
<kwd lng="en"><![CDATA[English as a foreign language]]></kwd>
<kwd lng="en"><![CDATA[teaching practicum]]></kwd>
<kwd lng="en"><![CDATA[reconciliation]]></kwd>
<kwd lng="en"><![CDATA[conflict resolution]]></kwd>
<kwd lng="pt"><![CDATA[decolonialidade]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[inglês língua estrangeira]]></kwd>
<kwd lng="pt"><![CDATA[prática pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[reconciliação]]></kwd>
<kwd lng="pt"><![CDATA[solução de conflitos]]></kwd>
<kwd lng="fr"><![CDATA[décolonialité]]></kwd>
<kwd lng="fr"><![CDATA[formation des enseignants]]></kwd>
<kwd lng="fr"><![CDATA[anglais langue étrangère]]></kwd>
<kwd lng="fr"><![CDATA[stage de pratique]]></kwd>
<kwd lng="fr"><![CDATA[réconciliation]]></kwd>
<kwd lng="fr"><![CDATA[solution des conflits]]></kwd>
</kwd-group>
</article-meta>
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