El presente proyecto pretende problematizar los modos en que las carreras de ingl\u00e9s de la FaHCE se insertan en t\u00e9rminos epist\u00e9micos, ontol\u00f3gicos, pedag\u00f3gicos y pol\u00edticos en los escenarios latinoamericano y global actuales. Para tal prop\u00f3sito partimos de las teor\u00edas y pedagog\u00edas decoloniales, y procedemos a leer la constituci\u00f3n de los espacios de formaci\u00f3n en las carreras de ingl\u00e9s de la FaHCE en funci\u00f3n de las maneras en que manifiestan una concepci\u00f3n dela lengua inglesa, de su lugar en la configuraci\u00f3n hegem\u00f3nica del sistema mundo moderno, de la subjetividad que se construye desde estos locus de enunciaci\u00f3n coloniales y, por ende, del perfil de la\/el estudiante que ingresa y egresa de dichas carreras. Nos interesa indagar en los documentos curriculares que develan las elecciones te\u00f3ricas y pr\u00e1cticas que informan las materias troncales (Lengua Inglesa, en este caso), es decir, comunes a todas las carreras de ingl\u00e9s. Por otro lado, entendemos necesario interpelar el tipo de discursos y pr\u00e1cticas nativistas, desincorporadas y con un componente de violencia simb\u00f3lica que entendemos circula m\u00e1s o menos expl\u00edcitamente siempre que se proceda a instalar est\u00e1ndares de proficiencia y evaluaci\u00f3n eurocentrados. Particularmente, nos proponemos revisar la situaci\u00f3n del profesorado de ingl\u00e9s, m\u00e1s espec\u00edficamente de sus Did\u00e1cticas Especiales (1 y 2) y de dos materias pedag\u00f3gicas generales. Problematizamos el entorno te\u00f3rico-disciplinar y pedag\u00f3gico en el que se enmarcan estos espacios de formaci\u00f3n docente dado su impacto en la conformaci\u00f3n de una identidad pre-profesional. Creemos que las claves de formaci\u00f3n deben ingresar en y desde la territorialidad local y regional, incorporando los repertorios culturales significativos para los y las estudiantes que constituyen nuestra poblaci\u00f3n acad\u00e9mica. Destacamos, entonces, la pertinencia de proceder a un desprendimiento de perspectivas coloniales, modernas, e hist\u00f3ricamente subalternizantes y elitistas. En cambio, proponemos explorar en direcciones otras, dentro de paradigmas otros que den voz, cuerpo, tiempo y espacio antimodernos y decoloniales a quienes deseen transitar de manera radical itinerarios de profunda formaci\u00f3n pedag\u00f3gica en nuestra facultad. Finalmente, destacamos la necesidad y relevancia de sistematizar los conocimientos surgidos de nuestra labor y de hacerlos comunicables y accesibles a la comunidad acad\u00e9mica.<\/p>\n","palabras_clave":[{"term_id":1520,"name":"Teor\u00edas y Pedagog\u00edas Decoloniales","slug":"teorias-y-pedagogias-decoloniales","term_group":0,"term_taxonomy_id":1520,"taxonomy":"post_tag","description":"","parent":0,"count":1,"filter":"raw"},{"term_id":1521,"name":"Dispositivos de formaci\u00f3n","slug":"dispositivos-de-formacion","term_group":0,"term_taxonomy_id":1521,"taxonomy":"post_tag","description":"","parent":0,"count":1,"filter":"raw"},{"term_id":1522,"name":"Carreras de Ingl\u00e9s","slug":"carreras-de-ingles","term_group":0,"term_taxonomy_id":1522,"taxonomy":"post_tag","description":"","parent":0,"count":1,"filter":"raw"},{"term_id":1523,"name":"Decolonial Theories and Pedagogies","slug":"decolonial-theories-and-pedagogies","term_group":0,"term_taxonomy_id":1523,"taxonomy":"post_tag","description":"","parent":0,"count":1,"filter":"raw"},{"term_id":1524,"name":"Formation Devices","slug":"formation-devices","term_group":0,"term_taxonomy_id":1524,"taxonomy":"post_tag","description":"","parent":0,"count":1,"filter":"raw"},{"term_id":1525,"name":"English Courses of Studies","slug":"english-courses-of-studies","term_group":0,"term_taxonomy_id":1525,"taxonomy":"post_tag","description":"","parent":0,"count":1,"filter":"raw"}],"abstract":"
This project intends to problematize the ways in which the courses of studies in English at FaHCE are embedded in epistemic, ontological, pedagogical and political terms in the Latin American and global current scenarios. To such purpose, we start from decolonial theories and pedagogies and proceed to read the constitution of the formative spaces within the courses of studies in English at FaHCE in line with the ways in which they express a conception of the English language, its place in the hegemonic configuration of the modern-colonial world system, of the subjectivity that gets constructed from these colonial loci of enunciation and, therefore, of the student profile in these courses. We are interested in inspecting into the curricular documents which unveil the theoretical and practical options that inform the core subjects (English language, in this case), i.e. common to all the courses in English. Besides, we see to the need to interpellate the type of nativist, disembodied, symbolically violent discourses and practices that circulate more or less explicitly in so far as eurocentric proficiency and evaluation standards get set. Particularly, we intend to revise the situation of the professorship in English and, more specifically, of its Special Didactics (1 and 2) and of two general pedagogical subjects. We problematize the theoretical-disciplinary and pedagogical environment which frames these formation spaces given their impact in the configuration of preprofessional identities. We believe that the formation keys should enact the local and regional territoriality, incorporate cultural repertoire that is significant to the students that make up our academic population. We highlight the pertinence of proceeding to delink from the colonial, modern and historically subalternizing, elitist perspectives. Instead, we offer to explore in an other direction, within an other paradigm that gives antimodern and decolonial voice, body, time and space to those who wish to walk their way into pedagogical formation in our faculty in radically deep ways. Finally, we underscore the need and relevance to systematize the knowledges emerged from our labour and render them accessible to the academic community.<\/p>\n","disciplinas":[{"disciplina":"Educaci\u00f3n - Pedagog\u00eda"},{"disciplina":"Ling\u00fc\u00edstica - Ense\u00f1anza de las lenguas"}],"campos_de_aplicacion":[{"campo":"Ciencia y Cultura - Sistema Educativo"},{"campo":"Promoci\u00f3n General del Conocimiento en Ciencias Sociales"}],"especialidad":"Pedagog\u00eda y Ensena de Lenguas","lugar_de_trabajo":[{"term_id":867,"name":"CEIL","slug":"ceil","term_group":0,"term_taxonomy_id":867,"taxonomy":"lugar-proyectos","description":"","parent":0,"count":7,"filter":"raw"}],"directores":[{"director":{"ID":1803,"post_author":"2","post_date":"2018-08-16 23:59:44","post_date_gmt":"2018-08-17 02:59:44","post_content":"","post_title":"Baum, 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