DECOLONIAL NARRATIVES AS A CRITICAL PEDAGOGY PRACTICE IN EFL STUDENTS

Authors

  • Sara Sofìa Zapata Velàsquez Universidad Catolia Luis Amigó
  • Yuliana Katerine Pulgarín Gómez
  • Jose Luis Rodríguez Cortés
  • Juan Felipe Arias Guisao
  • Edison Ferney Castrillón Ángel

DOI:

https://doi.org/10.25112/rpr.v2.3794

Keywords:

Colonial Narratives, Decolonial Narratives, Critical Pedagogy, EFL in Colombia

Abstract

This paper reflects upon the construction of narratives presented by students of 10th grade from a public institution in the EFL classroom in Colombia. This study was developed using an Action Research method and a sociocritical paradigm to encourage continuous constructions of decolonial narratives among the students. Furthermore, the exploration of narratives shows various significance from economic, social, and cultural perspectives about the role of the language in their context and the influence on their future that stems from their socio-cultural contexts that see English as the only way to success. Finally, the importance of a critical pedagogy approach to critique the reproduction of colonial narratives to develop a broader understanding of English learning.

Author Biographies

Sara Sofìa Zapata Velàsquez, Universidad Catolia Luis Amigó

Bachelor in Foreign Languages with an emphasis in English from the Universidad Católica Luis Amigó (Medellín/Colombia). Researcher at Universidad Católica Luis Amigó (Medellín/Colombia). E-mail: sara.zapatave@amigo.edu.co. 

Yuliana Katerine Pulgarín Gómez

Bachelor in foreign languages from the Universidad Católica Luis Amigó (Medellin/Colombia). Researcher at Universidad Católica Luis Amigó (Medellín/Colombia). E-mail: yuliana.pulgaringo@amigo.edu.co 

Jose Luis Rodríguez Cortés

Bachelor in Foreign Languages with an emphasis in English from the Universidad Católica Luis Amigó (Medellín/Colombia). Researcher at Universidad Católica Luis Amigó (Medellín/Colombia). E-mail: jose.rodriguezrt@amigo.edu.co. 

Juan Felipe Arias Guisao

Bachelor in Foreign Languages with Emphasis in English from Universidad Católica Luis Amigo (Medellin/Colombia). Researcher at Universidad Católica Luis Amigó (Medellín/Colombia). E-mail: Juan.ariasus@amigo.edu.co. 

Edison Ferney Castrillón Ángel

PhD in Letters from the Federal University of Piauí (Teresina/Brazil). Professor - Researcher at the Universidad Católica Luis Amigó (Medellín/Colombia). E-mail: edison.castrillonan@amigo.edu.co. 

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Published

2024-09-06

How to Cite

Velàsquez, S. S. Z., Gómez, Y. K. P., Cortés, J. L. R., Guisao, J. F. A. ., & Ángel, E. F. C. (2024). DECOLONIAL NARRATIVES AS A CRITICAL PEDAGOGY PRACTICE IN EFL STUDENTS. Revista Prâksis, 2. https://doi.org/10.25112/rpr.v2.3794

Issue

Vol. 2 (2024): Sobre a permanência das diásporas e dos desamparos nas literaturas e nas culturas de língua portuguesa

Section

Dossiê

License

Copyright (c) 2024 Sara Sofìa Zapata Velàsquez, Yuliana Katerine Pulgarín Gómez, Jose Luis Rodríguez Cortés, Juan Felipe Arias Guisao, Edison Ferney Castrillón Ángel

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This work is licensed under a Creative Commons Attribution 4.0 International License.

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