Publication at Faculty of Education |
2021
Abstract
There is a maintenance of knowledge and power structures on Universities and eduation students' knowledge is particularly disregarded. Understanding the fact that Brazilian University students tend to criticize didactical-pedagogical approaches, this research aimed to develop student-centred and decolonial practices at a Teacher Education course.
It was found, through questionnaires and diaries, that students shifted their pathways for learning. Before the classes started they used to mainly replicate theory through studying by themselves.
During the semester they produced knowledge about teaching and learning with their colleagues alongside with reading and learning about theory.