Navegando la Educación de Docentes de Inglés en el Contexto Colombiano: Entre la Influencia Extranjera y las Tensiones y Transformaciones Locales
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Este artículo delinea la evolución de la formación de docentes de inglés en Colombia durante las últimas seis décadas bajo una examinación crítica sobre cómo esta se ha configurado por metodologías foráneas y políticas que no consideran las realidades socioculturales locales. Esta influencia se incorpora en diversos sistemas de conocimiento, prácticas y proceso de ser y llegar a ser. El artículo resalta la manera en que los educadores y los docentes en formación han adoptado y priorizado metodologías de enseñanza foráneas para los contextos locales. A pesar de una creciente conciencia sobre las complejidades surgidas al respecto en Colombia, persiste la necesidad urgente de desafiar las políticas lingüísticas existentes y los enfoques dominantes en la enseñanza de las lenguas extranjeras. Adicionalmente, el artículo discute la fuerte influencia de los ambientes digitales y debate sobre cómo estos ofrecen modalidades de aprendizaje que ratifican la comercialización de la enseñanza del inglés y los cambios pedagógicos mercantilistas. Al señalar las tensiones entre el dominio de lo extranjero y las perspectivas locales emergentes, el artículo hace un llamado a la comunidad colombiana de la enseñanza del inglés para que cuestione de manera crítica las estructuras hegemónicas extranjeras y desarrolle una pedagogía transformadora y situada que sea coherente y consistente con las realidades socioculturales del contexto educativo colombiano.
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