Visualizando la formación inicial de los profesores de inglés como acción política
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Este artículo reflexivo discute la necesidad de revisar la educación de los futuros maestros de inglés para ubicar las dimensiones críticas y políticas como componentes centrales de la formación. La autora presenta una breve mirada crítica sobre algunos hechos históricos clave de Colombia, que han tenido lugar principalmente durante los últimos sesenta años. También describe dos propuestas educativas nacionales que tienen como objetivo promover las relaciones humanas pacíficas y el conocimiento del pasado histórico del país (Cátedra para la Paz y Estándares de Competencias Ciudadanas). Además, discute dos enfoques complementarios para la formación inicial de profesores de inglés como posibles alternativas que plantean la formación docente desde una postura política y crítica (Educación docente para la justicia social y Formación docente crítica). Finalmente, describe tres tendencias en la enseñanza e investigación del inglés en Colombia a manera de ilustración sobre las formas en que diferentes académicos han representado la enseñanza del inglés como parte de un esfuerzo por posicionar la enseñanza de la lengua desde un enfoque político y crítico. La autora concluye que para contribuir a la construcción de un país más justo, equitativo y pacífico, los programas de formación inicial de profesores deben preparar futuros docentes comprometidos con el proceso de transformación social, cultural y política de las realidades locales del país.
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Aceptado 2023-07-05
Publicado 2023-07-14
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.