Abstract
AbstractThis article starts from a comment on my locus of enunciation (i.e., the context from which I speak), a key element of decoloniality as a means of resisting the idea of disembodied knowledge or neutrality promoted by modernity/coloniality. I then proceed to explain how I understand the entanglement of modernity and coloniality and why we need to break away from coloniality, both ontologically and epistemologically. It is in this entanglement where ELT is traditionally situated, and it is from such contexts that English teacher education in Brazil should be examined for its harm to local knowledges and knowers. I conclude by explaining what is meant by ELF feito no Brasil and why this may be a possibility to resist the coloniality of ELT.
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