Práticas decoloniais no programa assistência à docência

Abstract

During academic training, there is a notable gap in the approach to the concepts of decoloniality, which compromises the understanding of the impacts of colonialism on education. In this context, the Teaching Assistance Program (PAD), adopting a decolonial perspective, emerges as an agent of pedagogical and epistemological transformation, offering new perspectives in teacher training by fostering a critical reflection on their practices and identities. This research is established by the under-representation of decoloniality throughout teacher training, with the aim of analyzing the Teaching Assistance Program through its political, epistemological and decolonial references, seen as strategies for the construction of identity teacher. For the methodological basis of the research, we dialogued with Nilda Alves' in/of/with everyday life approach, with an empirical focus on the training experiences of teaching assistants, using reports, documents and audiovisual products in the construction of data. The analyses show that the PAD, under a decolonial approach, transforms educational practices by integrating theory and practice in a dynamic way, allowing teaching assistants to adapt their approaches to local needs, valuing the cultural diversity of the students and strengthening a teaching identity that is sensitive to different cultural realities. Therefore, the construction of teaching identity appears as a complex process that requires constant intercultural negotiation, commitment to continuous professional development and an inclusive pedagogy. In this context, the PAD plays a crucial role in providing opportunities for future educators to explore intercultural and decolonial pedagogical practices. Keywords: Decoloniality, Teaching Assistance Program, Teacher Identity.