Abstract

The chapter showcases an application of Freirean pedagogical principles in the education of pre-service teachers of English as a Foreign Language (EFL) during their teaching practice in Uruguayan public schools. The chapter describes a case study on the application of Freirean principles to assist aspiring teachers in co-constructing socially just language teaching practices to assist all students in attaining the linguistic goals set for them by the national authorities. The title of this chapter stems from Freire’s own words “At the point of encounter, there are neither utter ignoramuses, nor perfect sages; there are only people who are attempting, together, to learn more than they now know.” The empirical applications of Freirean principles showcased in this chapter might resonate with other teacher educators pursuing liberatory practices that situate the teaching-learning dialectic within a more dialogical perspective. Some pedagogical interventions described include the use of codifications, the disclosure of thematic universes, awareness-raising for action, tools for critically appraising situations, the elaboration of critical incidents about teaching and learning, the deconstruction of classroom practices, and the generation of action plans.

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