Un recorrido decolonial a través de la narrativización colaborativa en la formación de profesores de inglés

Autores:: Castañeda Trujillo, Jairo Enrique

Tipo de recurso:: Article of journal

Fecha de publicación:: 2025

Institución:: Universidad Pedagógica y Tecnológica de Colombia

Repositorio:: RiUPTC: Repositorio Institucional UPTC

Idioma:

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dc.title.es-ES.fl_str_mv	Un recorrido decolonial a través de la narrativización colaborativa en la formación de profesores de inglés
title	Un recorrido decolonial a través de la narrativización colaborativa en la formación de profesores de inglés
spellingShingle	Un recorrido decolonial a través de la narrativización colaborativa en la formación de profesores de inglés Collaborative autoethnography Decoloniality Dialogic reflection Narrativization Initial English language teacher education Autoetnografía colaborativa Decolonialidad Reflexión dialógica Narrativización Formación inicial de docentes de inglés
title_short	Un recorrido decolonial a través de la narrativización colaborativa en la formación de profesores de inglés
title_full	Un recorrido decolonial a través de la narrativización colaborativa en la formación de profesores de inglés
title_fullStr	Un recorrido decolonial a través de la narrativización colaborativa en la formación de profesores de inglés
title_full_unstemmed	Un recorrido decolonial a través de la narrativización colaborativa en la formación de profesores de inglés
title_sort	Un recorrido decolonial a través de la narrativización colaborativa en la formación de profesores de inglés
dc.creator.fl_str_mv	Castañeda Trujillo, Jairo Enrique
dc.contributor.author.eng.fl_str_mv	Castañeda Trujillo, Jairo Enrique
dc.subject.none.fl_str_mv	Collaborative autoethnography Decoloniality Dialogic reflection Narrativization Initial English language teacher education Autoetnografía colaborativa Decolonialidad Reflexión dialógica Narrativización Formación inicial de docentes de inglés
topic	Collaborative autoethnography Decoloniality Dialogic reflection Narrativization Initial English language teacher education Autoetnografía colaborativa Decolonialidad Reflexión dialógica Narrativización Formación inicial de docentes de inglés
publishDate	2025
dc.date.accessioned.none.fl_str_mv	2025-03-05 15:51:05 2026-04-16T17:24:59Z
dc.date.available.none.fl_str_mv	2025-03-05 15:51:05
dc.date.issued.none.fl_str_mv	2025-03-05
dc.type.spa.fl_str_mv	Artículo de revista
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dc.relation.references.none.fl_str_mv	Bakhtin, M. M. The Dialogic Imagination: Four Essays. Edited by Michael Holquist, translated by Caryl Emerson and Michael Holquist, University of Texas Press, 1981. Barkhuizen, Gary. Narrative Research in Applied Linguistics. Cambridge University Press, 2014. Barkhuizen, Gary. “A Short Story Approach to Analyzing Teacher (Imagined) Identities over Time.” TESOL Quarterly, vol. 50, no. 3, 2016, pp. 655–83. doi: 10.1002/tesq.311. Behar, Ruth. The Vulnerable Observer: Anthropology That Breaks Your Heart. Beacon Press, 1996. Bruner, Jerome. “The Narrative Construction of Reality.” Critical Inquiry, vol. 18, no. 1, 1991, pp. 1–21. doi:10.1086/448619. Canagarajah, A. Suresh. Reclaiming the Local in Language Policy and Practice. Routledge, 2005. Castañeda-Trujillo, Jairo Enrique, and Ana Jackelin Aguirre-Hernández. “Pre-Service English Teachers’ Voices About the Teaching Practicum”. HOW, vol. 25, no. 1, Jan. 2018, pp. 156-73, doi:10.19183/how.25.1.420. Castañeda Trujillo, Jairo Enrique, et al. “Narratives about Being and Becoming English Language Teachers in an ELT Education Program”. Colombian Applied Linguistics Journal, vol. 24, no. 1, May 2022, pp. 38-50, doi:10.14483/22487085.17940. Cataño Duque, Julián Alexis, and Cortés Arango, Beatriz Elena. “Narrativas Sobre el Saber Pedagógico, Entre el Acierto y la Adversidad: Reflexiones Desde la Educación Rural en el Nordeste de Antioquia.” Scientific Programming, vol. 2020, 2020, Article ID 933, doi:10.53995/SP.V11I11.933. Chang, Heewon, et al. Collaborative Autoethnography. Left Coast Press, 2013. Charmaz, Kathy. Constructing Grounded Theory. 2nd ed., SAGE Publications, 2014. Cruz-Arcila, Ferney. “Interrogating the Social Impact of English Language Teaching Policies in Colombia from the Vantage Point of Rural Areas.” Australian and International Journal of Rural Education, vol. 27, no. 2, July 2017, 46-60, doi:10.47381/aijre.v27i2.117. De Souza, Lynn Mario Trindade Menezes, and Ana Paula Martinez Duboc. “De-universalizing the Decolonial: Between Parentheses and Falling Skies.” Gragoatá, vol. 26, no. 56, Sept. 2021, pp. 876–911. doi:10.22409/gragoata.v26i56.51599. Denzin, Norman K. Interpretive Autoethnography. 2nd ed., SAGE, 2014. Ellis, Carolyn, et al. “Autoethnography: An Overview”. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, vol. 12, no. 1, Nov. 2010, doi:10.17169/fqs-12.1.1589. Fandiño-Parra, Yamith José. “Decolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives”. Colombian Applied Linguistics Journal, vol. 23, no. 2, Sept. 2021, pp. 166-81, doi:10.14483/22487085.17087. Freire, Paulo. Pedagogy of the Oppressed. Continuum, 1970. Gómez Gaitán, Sandra Viviana, et al. “English Teachers’ Storied Resistance and Agency vis-a-vis Neoliberal Agendas in Supranational Educational Policies in Colombia: A Narrative Study”. Colombian Applied Linguistics Journal, vol. 25, no. 2, Sept. 2023, pp. 1-15, doi:10.14483/22487085.19269. Guerrero-Nieto, C. H. “The Portrayal of EFL Teachers in Official Discourse: The Perpetuation of Disdain”. Profile: Issues in Teachers’ Professional Development, vol. 12, no. 2, July 2010, pp. 33-49, https://revistas.unal.edu.co/index.php/profile/article/view/17669. Guerrero-Nieto, C. H., and Álvaro H. Quintero Polo. “English as a Neutral Language in the Colombian National Standards: A Constituent of Dominance in English Language Education”. Profile: Issues in Teachers’ Professional Development, vol. 11, no. 2, July 2009, pp. 135-50, https://revistas.unal.edu.co/index.php/profile/article/view/11447. Guerrero-Nieto, Carmen Helena, and Álvaro Hernán Quintero-Polo. “Emergence and Development of a Research Area in Language Education Policies: Our Contribution to Setting the Grounds for a Local Perspective on Policymaking”. HOW, vol. 28, no. 3, Oct. 2021, pp. 119-33, doi:10.19183/how.28.3.677. Holman Jones, Stacy Linn, et al. Handbook of Autoethnography. Routledge, 2013. Janks, Hilary. Literacy and Power. Routledge, 2010. Kumaravadivelu, B. Language Teacher Education for a Global Society: A Modular Model for Knowing, Analyzing, Recognizing, Doing, and Seeing. Routledge, 2012. Maldonado-Torres, Nelson. “On the Coloniality of Being: Contributions to the Development of a Concept.” Cultural Studies, vol. 21, no. 2–3, Mar. 2007, pp. 240–70. doi:10.1080/09502380601162548. Méndez, Mariza G. “Autoethnography as a research method: advantages, limitations and criticisms”. Colombian Applied Linguistics Journal, vol. 15, no. 2, July 2013, pp. 279-87, doi:10.14483/udistrital.jour.calj.2013.2.a09. Mignolo, Walter D. The Darker Side of Western Modernity: Global Futures, Decolonial Options. Duke University Press, 2011. Mignolo, Walter D., and Catherine E. Walsh. On Decoloniality: Concepts, Analytics, Praxis. Duke University Press, 2018. Mosquera Pérez, J. E. “Scholars Raising Their Voices Up: Discourses of Hegemony and Resistance in ELT in Colombia”. Íkala, Revista De Lenguaje Y Cultura, vol. 27, no. 3, Sept. 2022, pp. 725-43, doi:10.17533/udea.ikala.v27n3a08. Norton, Bonny, and Kelleen Toohey. “Identity, Language Learning, and Social Change.” Language Teaching, vol. 44, no. 4, 2011, pp. 412–46. doi:10.1017/S0261444811000309. Pavlenko, Aneta, and James P. Lantolf. “Second Language Learning as Participation and the (Re)construction of Selves.” Sociocultural Theory and Second Language Learning, edited by James P. Lantolf, Oxford University Press, 2000, pp. 155–77. Pennycook, Alastair. English and the Discourses of Colonialism. Routledge, 1998. Peynado, C. C., M. C. Morales-Triviño, and J. E. Castañeda-Trujillo. “A Collaborative Autoethnography on Being Pre-service English Language Teachers Throughout the Bachelor’s Degree”. Profile: Issues in Teachers’ Professional Development, vol. 24, no. 2, July 2022, pp. 169-83, doi:10.15446/profile.v24n2.91113. Quijano, Aníbal. “Coloniality of Power and Eurocentrism in Latin America.” International Sociology, vol. 15, no. 2, 2000, pp. 215–232. doi:10.1177/0268580900015002005. Quijano, Aníbal. “Coloniality and Modernity/Rationality.” Cultural Studies, vol. 21, nos. 2–3, 2007, pp. 168–178. doi:10.1080/09502380601164353. Santos, Boaventura de Sousa. Epistemologies of the South: Justice Against Epistemicide. Routledge, 2014. Usma Wilches, J. A. “Education and Language Policy in Colombia: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of Global Reform”. Profile: Issues in Teachers’ Professional Development, vol. 11, no. 1, Jan. 2009, pp. 123-41, https://revistas.unal.edu.co/index.php/profile/article/view/10551. Walsh Catherine, “Interculturalidad y colonialidad del poder. Un pensamiento y posicionamiento otro desde la diferencia colonial”, in García Linera Álvaro, Mignolo Walter, Walsh Catherine, Interculturalidad, descolonización del Estado y del conocimiento, Ediciones del signo, Argentina: 2006, p. 21-70. Wilson, Shawn. Research Is Ceremony: Indigenous Research Methods. Fernwood Publishing, 2008.
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spelling	Castañeda Trujillo, Jairo Enrique2025-03-05 15:51:052026-04-16T17:24:59Z2025-03-05 15:51:052025-03-05https://repositorio.uptc.edu.co/handle/001/1992810.19053/uptc.2011835X.193682463-1965https://doi.org/10.19053/uptc.2011835X.19368application/pdfUniversidad Pedagógica y Tecnológica de Colombiahttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.http://purl.org/coar/access_right/c_abf2https://revistas.uptc.edu.co/index.php/enletawa_journal/article/view/19368Collaborative autoethnographyDecolonialityDialogic reflectionNarrativizationInitial English language teacher educationAutoetnografía colaborativaDecolonialidadReflexión dialógicaNarrativizaciónFormación inicial de docentes de inglésUn recorrido decolonial a través de la narrativización colaborativa en la formación de profesores de inglésArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleJournal articleinfo:eu-repo/semantics/publishedVersionTexthttp://purl.org/coar/version/c_970fb48d4fbd8a85Bakhtin, M. M. The Dialogic Imagination: Four Essays. Edited by Michael Holquist, translated by Caryl Emerson and Michael Holquist, University of Texas Press, 1981. Barkhuizen, Gary. Narrative Research in Applied Linguistics. Cambridge University Press, 2014. Barkhuizen, Gary. “A Short Story Approach to Analyzing Teacher (Imagined) Identities over Time.” TESOL Quarterly, vol. 50, no. 3, 2016, pp. 655–83. doi: 10.1002/tesq.311. Behar, Ruth. The Vulnerable Observer: Anthropology That Breaks Your Heart. Beacon Press, 1996. Bruner, Jerome. “The Narrative Construction of Reality.” Critical Inquiry, vol. 18, no. 1, 1991, pp. 1–21. doi:10.1086/448619. Canagarajah, A. Suresh. Reclaiming the Local in Language Policy and Practice. Routledge, 2005. Castañeda-Trujillo, Jairo Enrique, and Ana Jackelin Aguirre-Hernández. “Pre-Service English Teachers’ Voices About the Teaching Practicum”. HOW, vol. 25, no. 1, Jan. 2018, pp. 156-73, doi:10.19183/how.25.1.420. Castañeda Trujillo, Jairo Enrique, et al. “Narratives about Being and Becoming English Language Teachers in an ELT Education Program”. Colombian Applied Linguistics Journal, vol. 24, no. 1, May 2022, pp. 38-50, doi:10.14483/22487085.17940. Cataño Duque, Julián Alexis, and Cortés Arango, Beatriz Elena. “Narrativas Sobre el Saber Pedagógico, Entre el Acierto y la Adversidad: Reflexiones Desde la Educación Rural en el Nordeste de Antioquia.” Scientific Programming, vol. 2020, 2020, Article ID 933, doi:10.53995/SP.V11I11.933. Chang, Heewon, et al. Collaborative Autoethnography. Left Coast Press, 2013. Charmaz, Kathy. Constructing Grounded Theory. 2nd ed., SAGE Publications, 2014. Cruz-Arcila, Ferney. “Interrogating the Social Impact of English Language Teaching Policies in Colombia from the Vantage Point of Rural Areas.” Australian and International Journal of Rural Education, vol. 27, no. 2, July 2017, 46-60, doi:10.47381/aijre.v27i2.117. De Souza, Lynn Mario Trindade Menezes, and Ana Paula Martinez Duboc. “De-universalizing the Decolonial: Between Parentheses and Falling Skies.” Gragoatá, vol. 26, no. 56, Sept. 2021, pp. 876–911. doi:10.22409/gragoata.v26i56.51599. Denzin, Norman K. Interpretive Autoethnography. 2nd ed., SAGE, 2014. Ellis, Carolyn, et al. “Autoethnography: An Overview”. Forum Qualitative Sozialforschung Forum: Qualitative Social Research, vol. 12, no. 1, Nov. 2010, doi:10.17169/fqs-12.1.1589. Fandiño-Parra, Yamith José. “Decolonizing English Language Teaching in Colombia: Epistemological Perspectives and Discursive Alternatives”. Colombian Applied Linguistics Journal, vol. 23, no. 2, Sept. 2021, pp. 166-81, doi:10.14483/22487085.17087. Freire, Paulo. Pedagogy of the Oppressed. Continuum, 1970. Gómez Gaitán, Sandra Viviana, et al. “English Teachers’ Storied Resistance and Agency vis-a-vis Neoliberal Agendas in Supranational Educational Policies in Colombia: A Narrative Study”. Colombian Applied Linguistics Journal, vol. 25, no. 2, Sept. 2023, pp. 1-15, doi:10.14483/22487085.19269. Guerrero-Nieto, C. H. “The Portrayal of EFL Teachers in Official Discourse: The Perpetuation of Disdain”. Profile: Issues in Teachers’ Professional Development, vol. 12, no. 2, July 2010, pp. 33-49, https://revistas.unal.edu.co/index.php/profile/article/view/17669. Guerrero-Nieto, C. H., and Álvaro H. Quintero Polo. “English as a Neutral Language in the Colombian National Standards: A Constituent of Dominance in English Language Education”. Profile: Issues in Teachers’ Professional Development, vol. 11, no. 2, July 2009, pp. 135-50, https://revistas.unal.edu.co/index.php/profile/article/view/11447. Guerrero-Nieto, Carmen Helena, and Álvaro Hernán Quintero-Polo. “Emergence and Development of a Research Area in Language Education Policies: Our Contribution to Setting the Grounds for a Local Perspective on Policymaking”. HOW, vol. 28, no. 3, Oct. 2021, pp. 119-33, doi:10.19183/how.28.3.677. Holman Jones, Stacy Linn, et al. Handbook of Autoethnography. Routledge, 2013. Janks, Hilary. Literacy and Power. Routledge, 2010. Kumaravadivelu, B. Language Teacher Education for a Global Society: A Modular Model for Knowing, Analyzing, Recognizing, Doing, and Seeing. Routledge, 2012. Maldonado-Torres, Nelson. “On the Coloniality of Being: Contributions to the Development of a Concept.” Cultural Studies, vol. 21, no. 2–3, Mar. 2007, pp. 240–70. doi:10.1080/09502380601162548. Méndez, Mariza G. “Autoethnography as a research method: advantages, limitations and criticisms”. Colombian Applied Linguistics Journal, vol. 15, no. 2, July 2013, pp. 279-87, doi:10.14483/udistrital.jour.calj.2013.2.a09. Mignolo, Walter D. The Darker Side of Western Modernity: Global Futures, Decolonial Options. Duke University Press, 2011. Mignolo, Walter D., and Catherine E. Walsh. On Decoloniality: Concepts, Analytics, Praxis. Duke University Press, 2018. Mosquera Pérez, J. E. “Scholars Raising Their Voices Up: Discourses of Hegemony and Resistance in ELT in Colombia”. Íkala, Revista De Lenguaje Y Cultura, vol. 27, no. 3, Sept. 2022, pp. 725-43, doi:10.17533/udea.ikala.v27n3a08. Norton, Bonny, and Kelleen Toohey. “Identity, Language Learning, and Social Change.” Language Teaching, vol. 44, no. 4, 2011, pp. 412–46. doi:10.1017/S0261444811000309. Pavlenko, Aneta, and James P. Lantolf. “Second Language Learning as Participation and the (Re)construction of Selves.” Sociocultural Theory and Second Language Learning, edited by James P. Lantolf, Oxford University Press, 2000, pp. 155–77. Pennycook, Alastair. English and the Discourses of Colonialism. Routledge, 1998. Peynado, C. C., M. C. Morales-Triviño, and J. E. Castañeda-Trujillo. “A Collaborative Autoethnography on Being Pre-service English Language Teachers Throughout the Bachelor’s Degree”. Profile: Issues in Teachers’ Professional Development, vol. 24, no. 2, July 2022, pp. 169-83, doi:10.15446/profile.v24n2.91113. Quijano, Aníbal. “Coloniality of Power and Eurocentrism in Latin America.” International Sociology, vol. 15, no. 2, 2000, pp. 215–232. doi:10.1177/0268580900015002005. Quijano, Aníbal. “Coloniality and Modernity/Rationality.” Cultural Studies, vol. 21, nos. 2–3, 2007, pp. 168–178. doi:10.1080/09502380601164353. Santos, Boaventura de Sousa. Epistemologies of the South: Justice Against Epistemicide. Routledge, 2014. Usma Wilches, J. A. “Education and Language Policy in Colombia: Exploring Processes of Inclusion, Exclusion, and Stratification in Times of Global Reform”. Profile: Issues in Teachers’ Professional Development, vol. 11, no. 1, Jan. 2009, pp. 123-41, https://revistas.unal.edu.co/index.php/profile/article/view/10551. Walsh Catherine, “Interculturalidad y colonialidad del poder. Un pensamiento y posicionamiento otro desde la diferencia colonial”, in García Linera Álvaro, Mignolo Walter, Walsh Catherine, Interculturalidad, descolonización del Estado y del conocimiento, Ediciones del signo, Argentina: 2006, p. 21-70. Wilson, Shawn. Research Is Ceremony: Indigenous Research Methods. Fernwood Publishing, 2008.321118Enletawa Journalhttps://revistas.uptc.edu.co/index.php/enletawa_journal/article/download/19368/15711Núm. 1 , Año 2025 : Enletawa JournalPublicationOREORE.xmltext/xml2593https://repositorio.uptc.edu.co/bitstreams/736de4b5-fe9e-43e7-b522-31f4d772cc58/download1496d1954cb9b62b7738b688c550e564MD51falseAnonymousREAD001/19928oai:repositorio.uptc.edu.co:001/199282026-10-29 09:34:53.178https://creativecommons.org/licenses/by-nc-nd/4.0metadata.onlyhttps://repositorio.uptc.edu.coRepositorio Institucional UPTCbdigital@metabiblioteca.com

Un recorrido decolonial a través de la narrativización colaborativa en la formación de profesores de inglés

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