Entretejidxs: Decolonial Threads to the Self, the Communities, and EFL Teacher Education Programs in Colombia

In addressing the 21st century neocolonial research condition, in this article au- thors firstly discuss how academia general, and elt particular, may configure as oppressive colonizing sites. Secondly, they introduce their own experience pre- service in-service educators who took part pedagogy of possibilities (pop) at a university Tunja, Colombia. Indigenous principles like interconnectedness relationality Chicanx/Latinx concepts, such bodymindspirit, path cono- cimiento, spiritual activism were foundational to these educators’ pop. To them, was political act resist disembodied/disengaged/dispassionate nature teaching/researching/being beyond. This four-year crit- ical-community autoethnography, uses testimonies, journals, artistic creations knowledge-gathering methods analyze decolonizing teaching-research practices informed re-signification personal professional identities. Theoretical coding revealed that pop permitted participants engage decolonial self-recognition, re-construction, empowerment, growth, healing. The analysis also self leads adoption positionality where values care respect for one’s communities are paramount move forward social-justice-critical-decolonial agendas. results suggest need re-signify pedagogical educational beyond neo- liberal agendas which propose rankings, individualism, competition.