Decolonialidad e Interculturalidad crítica en una propuesta de Inglés con Fines Específicos para Ciencias Naturales

Abstract

This classroom account presents the design of an English for Specific Purposes (ESP) program for natural science teachers in a Master's program in Education with emphasis in Natural Science, taking into account the intercultural and decolonial approaches. The critical intercultural perspective recognizes traditional or ancestral cultural practices and knowledge as scientific knowledge, decentralizes the hegemonic knowledge taught in the natural sciences and favors the social context of students in the formative processes, in addition to seeking processes of emancipation in science teachers.