(De)coloniality of time in teacher education: discussing narratives of language practicum experiences

ABSTRACT

This paper aims to discuss time in the context of language teacher education from a critical and decolonial perspective. The methodology is centered on the analysis of narratives and informed by the understanding that narrating is a political act that allows us to make sense of social life. Based on thematic analysis, written narratives by two undergraduate students in a Language and Literature program at a public university were examined according to three thematic axes. The analyses highlighted these students’ adversities in academic life resulting from demands of productivism, which may produce oppressive ways of experiencing time. Thus, we discuss the need for different paths of teacher education in the scenario of practicum experiences, which are more coherent with the real possibilities teachers face, paths that may escape from the time imperative shaped by colonial, capitalist, and neoliberal logics, which are hinged on efficiency and productivism.

Keywords:
Teacher Education; Supervised Internship; Decoloniality

RESUMO

O presente artigo objetiva pensar o tempo no contexto da formação docente de uma perspectiva crítica e decolonial. A metodologia empregada centra-se na análise de narrativas e parte do entendimento de que narrar é um ato político, que permite produzir sentidos sobre a vida social. Com base na análise temática, examinaram-se narrativas escritas de duas estudantes do curso de letras de uma universidade pública, com base em três eixos temáticos. As análises empreendidas ressaltam as adversidades que constituem a vida acadêmica das universitárias, decorrentes das exigências impostas por uma lógica produtivista, que pode produzir formas opressoras de experienciar o tempo. Diante disso, discute-se a necessidade de percursos de formação no cenário do estágio supervisionado mais coerentes com as possibilidades reais que enfrentamos, percursos esses que fujam do imperativo de um tempo alicerçado em uma lógica colonial, capitalista e neoliberal, calcado na eficácia e no produtivismo.

Palavras-chave:
Formação Docente; Estágio Supervisionado; Decolonialidade

RESUMEN

El presente artículo objetiva pensar el tiempo en el contexto de la formación docente bajo una perspectiva crítica y decolonial. La metodología empleada está centrada en el análisis de narrativas y parte del entendimiento de que narrar es un acto político. Con base en el análisis temático, fueron analizadas narrativas escritas de dos estudiantes de lo curso de Letras de una universidad pública, a partir de tres ejes temáticos. Los análisis emprendidos resaltan las adversidades que constituyen la vida académica de las universitarias, decurrentes de las exigencias impuestas por una lógica productivista, que puede producir formas opresoras de experenciar el tiempo. A partir de eso, se discute la necesidad de recorridos de formación en el entorno de la práctica supervisada más coherentes con las posibilidades reales que enfrentamos, recorridos que huyan del imperativo de un tiempo basado en una lógica colonial, capitalista y neoliberal, calcado en la eficacia y en el productivismo.

Palabras clave:
Formación Docente; Práctica Supervisada; Decolonialidad

INTERWEAVING RESEARCH PATHWAYS

We begin this text by indicating some of the traces that have led us here. Before doing so, however, we need to state that this is a narrative study and that, for this reason, the text unfolds in the first-person plural, with our voices, as authors, guiding the meanderings that define and organize the objectives, the methodology, and the analyses that take shape here.

For us, the theme and objective of a research project may seem easy to define, starting from a problem that presents itself. Yet, the path that leads a researcher to establish them is often long. In our case, the researchers' initial unease — both of us language teacher educators in public universities — emerged before the pandemic, as we accompanied students during the semesters in which they were carrying out their supervised teaching practicum. Even at that time, working in different institutions, we were troubled by students' difficulties in truly committing themselves to work: carrying out the required readings, preparing lesson plans, writing practicum reports, participating in class discussions, and meeting the demands of other courses.

We saw these difficulties worsen during the pandemic and intensify even further with the return to face-to-face classes: whereas before we faced adversities, we were then witnessing an extraordinary effort on the part of students simply to keep going in their university programs. We also observed a growing dropout from teacher education programs in our universities, as well as a declining interest in entering such programs.

Such phenomena are usually explained simplistically — as stemming from students' alleged carelessness, lack of commitment, or lack of academic rigor. With regard to dropout, however, we know the causes are multiple and have been exacerbated by the pandemic; they extend far beyond the university itself. Faced with this, we felt the need to better understand our students, listen to them, and work together to envision paths for supervised teaching that are more aligned with the real conditions we face, while still preserving the quality of education.

Our research arises from the encounter between two researchers committed to language teacher education who share theoretical assumptions and conceptions of education.¹ We understand education — and also language education — from a critical perspective (Freire, 1992, 2019; Rajagopalan, 2003), one that is undisciplined and transgressive (Moita Lopes, 2006; Pennycook, 2006; Rampton, 2006), and guided by decolonial thinking (Lander, 2005; Mignolo, 2017; Mignolo and Walsh, 2018) and its search for other ways of conceiving the world and education/language education (Mastrella-de-Andrade, 2020; Freitas, Martins and Sena, 2022).

Guided by these principles, we have made careful and critical listening to our students central to both our research and our teaching. It was along this path that our analytical focus gradually took shape: a critical engagement with time in the context of teacher education. To develop this discussion, we begin by reflecting on time within colonial logic, placing it in dialogue with different perspectives on school time. We then turn to what has been called the "burnout society" (Han, 2017) before drawing on the narratives of two undergraduate students in Portuguese and Spanish teacher education and, drawing on their accounts, reflecting on new possibilities for thinking about time in teacher education and language education.

TIME WITHIN COLONIAL LOGIC

I think one of the most sinister things in the history of Western civilization is the famous saying attributed to Benjamin Franklin, "time is money." That is a monstrosity. Time is not money. Time is the fabric of our lives — it is this very minute that is passing now (Candido, 2006 apud Glass, 2006).²

It is part of common sense to keep reiterating that time is money and that there is never enough time. There seems to be widespread consensus that people are tired and lack time to do what they would like; paradoxically, there is also a certain glamour attached to having no time and to being someone who is always busy. Such manifestations reproduce and represent the logic of capital, which imposes a notion of time grounded in productivity and profit — thereby forging subjectivities that express ways of acting, thinking, and feeling tied to this particular way of experiencing time.

Since time is the fabric of our lives, and since, in our students' narratives, we repeatedly encounter anguish about not being able to keep up with their academic activities, we consider it necessary to analyze and question a pedagogical dynamic grounded in productivism and in the demand to fulfill tasks in order to understand what we have been doing with the fabric of our lives. Guided by a decolonial perspective (Mignolo, 2017), we seek to understand how the logic of coloniality has shaped conceptions of time that weave our subjectivities and our relationship to the world.

Mignolo (2000, 2017) underscores that the colonial matrix of power constitutes the fundamental structure of Western civilization, operating at multiple levels and anchored in the patriarchal and racial foundations of knowledge. Similarly, Quijano (2010, p. 84) argues that capitalist power is sustained by coloniality — a pattern that imposes a racial/ethnic classification on the world's population and operates in each of the planes, means, and material and subjective dimensions of everyday social existence and of the societal scale. Within this framework, several authors have discussed different dimensions of coloniality, including the coloniality of knowledge (Lander, 2005), through which knowledge functions as a form of power that establishes legitimacy and superiority while excluding other forms of knowing; the coloniality of being, which concerns the effects of coloniality on lived experience, and not only on the minds of subaltern subjects (Maldonado-Torres, 2007); and linguistic coloniality, which, according to Garcés (2007), canonizes the languages deemed capable of expressing valid knowledge. As Garcés (2007, p. 224) notes, "the knowledge produced in colonial peripheries does not count as knowledge. Likewise, the languages spoken in those so-called peripheries lack expressive value as objective knowledge."

Thus, concepts such as the coloniality of power, knowledge, and being are recurrent when we move within the field of decolonial critique. Mignolo (2017, p. 4), however, highlights an aspect that is less often foregrounded but is central to the establishment of modernity/coloniality — namely, the colonization of space and time, which he calls "the two pillars of Western civilization." According to the author, the colonization of time was fundamental to the establishment of eurocentrism, as Europe was then positioned as the center of the world:

The colonization of time and space is fundamental to the rhetoric of modernity: the Renaissance colonized time by inventing the Middle Ages and Antiquity, thus placing itself in the inevitable present of history and preparing the ground for Europe to become the center of space (Mignolo, 2017, p. 13).

Time and space³ are therefore intertwined and played a central role in shaping the ideals of modernity. Drawing on Quijano, Segato (2019) introduces the concept of re-originalization to refer to "the establishment of a categorical grid through which we classify reality in a new way, installing a world that emerges very rapidly and that, once established, inaugurates a new time." In this sense, modernity/coloniality brings into being not only a new perception of time — cumulative, progressive, and unidirectional — but also "a new lexical and categorical grid."

In recent decades, a neoliberal perspective has come to dominate the lexical and categorical grid through which we understand time. We live under an invasion of the logic of capital into the temporality of human life, in which the effects of the entrepreneurialization of the self consume our existence and health. Han (2017) analyzes what he calls the society of achievement, in which individuals become entrepreneurs of themselves, submitting to increasingly exhausting demands, masked by the idea of freedom but tightly aligned with neoliberal capitalist imperatives. Within this regime of productivity and overload, the subject of achievement — seized by temporal techniques and multitasking attention — experiences "the systemic violence inherent to the society of achievement, which produces psychic infarctions" (Han, 2017, p. 27). In this context, we learn to categorize and name — ourselves and others — according to how we manage performance within the colonial structure of time imposed on us.

We are particularly interested in how this logic of capital has entered schools, formative processes, and school time. One of the most effective mechanisms of what Freitas (2014) calls the "corporate reformers of education" lies in external assessment regimes imposed on schools, which make school time revolve largely around targets and results. This orientation reshapes not only pedagogical processes but also students' subjectivities, now governed by performance demands. As Freitas (2014, p. 1099) so aptly puts it, "classrooms and schools are not a production line where one can place a series of clocks indicating whether production is meeting targets or whether there is some ‘deviation.'" To challenge this neoliberal and corporate rationality that now governs school time, we turn to the narratives of the students and, on that basis, reflect on time in teacher education. Before proceeding, we offer some considerations on our narrative methodology and its articulation with thematic analysis.

NARRATIVES AS SITES OF INSURGENCY AGAINST COLONIAL LOGIC

Narrative studies have emerged as a trans/multi/interdisciplinary field that enables close engagement with the meanings of the world produced by people whose lives and ideas are minoritized and subalternized. As Freitas, Martins, and Sena (2022, p. 10) argue, "one of the mechanisms of resistance to coloniality lies precisely in narrating the world in ways that subvert the colonial matrix of power, bringing forth other forms of being and living that erode its foundations."

After what has come to be known as the narrative turn, analyzing and understanding the meaning-making effects produced by narratives has been a task undertaken by multiple fields of knowledge (Larrosa, 1995; Wortham, 2001; Connelly and Clandinin, 2011; De Fina and Georgakopoulou, 2012; Freeman, 2013; Kim, 2016; Freitas, 2021). In this article, we focus on the intersection between education and applied linguistics, situating our work within the field of language teacher education. We argue for the relevance of listening to the narratives of students who, thanks to inclusion policies, have gained access to public universities but who are often disregarded and subalternized within these spaces for not possessing the expected academic literacy and/or the time or conditions needed to develop such literacy.

We therefore understand working with narratives as a political act. If narrative constitutes an essential strategy of human expression, and if we make sense of the world and of ourselves through narration, it is also through narratives that we can transform the meanings produced about ourselves and the world. We approach narratives as performance (Freitas, 2017; Freitas and Moita Lopes, 2017, 2019; Moita Lopes, 2021), since narrating entails the continuous production of new meanings from the repertoire available to us: narrative, "as performance, is a way of ‘making things happen' with what is available in the world" (Freitas, 2017, p. 2118).

This capacity to re(create) meanings in each narrative performance invokes the notion of entextualization, defined as "the process of rendering discourse extractable, of transforming a stretch of linguistic production into a unit — a text — that can be lifted out of its interactional setting. A text, from this perspective, is discourse that can be decontextualized" (Bauman and Briggs, 2006, p. 206). The meaning of a narrative performance must therefore be understood in terms of its pre-textual and dialogic historicity, its sub- and post-textual structures of meaning and interpretation, and its intertextual relations (Pennycook, 2007). Every narrative, in this sense, carries with it the history of its use.

The concept of entextualization, together with an understanding of narrative as carrying the history of its use, enables us to bridge the gap between what is considered "micro" and "macro" in narratives. Blommaert (2006, p. 3) reminds us that "this duality in which language occurs both as an individual, unique, and momentary phenomenon and, at the same time, as a collective and relatively stable phenomenon has often been captured under labels such as ‘micro' and ‘macro.'" These can be compared to the distinction proposed by Gee (2004) between Discourse, with a capital D — referring to knowledge, ideologies, and ways of being in the world — and discourse, with a lowercase d, which refers to language in use.

In our analyses, we draw on the concepts of Discourse/discourse and entextualization in order to apprehend this micro/macro relationship and to understand how narrative performances produce individual meanings that are connected to meanings circulating collectively.⁴ This understanding, however, does not warrant generalizations; that is, our analyses are situated and take into account the discursive-interactional context and the meaning effects produced by a given social interaction: in the specific case of this study, a narrative interview involving three participants and one of the researchers.

In order to apprehend the meanings that emerge from the narratives, we also draw on thematic analysis as part of our methodological approach. This method offers considerable flexibility for data analysis. According to Braun and Clarke (2006, p. 6), thematic analysis "is a method for identifying, analyzing, and reporting patterns within data. It minimally organizes and describes the data set in (rich) detail."⁵ As our interest lies precisely in recurring patterns of meaning organized into thematic axes within the interviewees' narratives, we opted for a reflexive approach, which fosters engagement with and immersion in the data based on patterns of meaning (Souza, 2019).

WHAT STUDENTS NARRATE

As previously indicated, the narrative event⁶ analyzed in this study took place in a classroom at a public university and involved one of the researchers and two students undertaking supervised teaching practicum in Portuguese and Spanish.⁷ At the time of the interview, one of the students was between 25 and 35 years old, and the other between 45 and 55 years old.⁸ Prior to the interview, the researcher explained the scope of the study in detail and obtained their consent to record the conversation, which was done using a mobile phone application.⁹ The students did not express any discomfort with the recording, and the narrative event lasted approximately one hour and thirty minutes.

The question that initiated the interview asked the students to discuss their experience of becoming teachers and how the pandemic had influenced this process. During the interview, a range of issues were raised. For analytical purposes, we selected excerpts related to the topic framework¹⁰ concerning the difficulties experienced during their undergraduate programs. From this delimitation, we focused on the themes that emerged, taking into account the patterns of meaning identified through a reflexive thematic analysis. Three interrelated thematic axes proved particularly salient: the first concerns the effects of time scarcity on students' mental health; the second relates to time constraints in meeting the demands of academic life; and the third refers to the need for additional study time due to gaps in their prior basic education. Excerpts 1 and 2 relate to the first thematic axis — how lack of time affects, in different ways, the students' mental health.

Excerpt 1

346 Researcher: but how are these : : how is it

347 Researcher: signifi:ed uh: how is

348 Researcher: your undergraduate program for you as a university student how do

349 Researcher: you evalu:ate it

350 Carla: I'm : :

351 Researcher: hmm

352 Carla: I'm, let's say, at my limit

353 Researcher: hmm

354 Carla: I think like this, no, it doesn't end, doesn't end

355 Researcher: end (SI)

356 Carla: it's that:: I — I'm an anxious person, I

357 discovered that at the, at the [university]

358 Researcher: [hmm at the] university

359 Carla: I — I get way too tense, way too nervous

360 when I have: a lot of things to

361 turn in

362 Researcher: uh-huh

363 Carla: then I: uh I manage, let's say, Carla,

364 first you read

365 Researcher: right

366 Carla: I read all the texts that — that:: you send,

367 professor X, : I — I read all the texts… but then:

368 producing from that and physically coming here, all these

369 things seem really difficult [now]

370 Researcher: [and:: and:] that's what

371 I was going to ask you — was it like this [before

372 or no:w]

373 Carla: [no::]

374 Researcher: okay

375 Carla: I'll say that [until:]

376 Researcher: [uh::]

377 Carla: I had a really difficult time in: in the years

378 two thousand and eighte:en, two thousand and nineteen

379 it was really difficult for me to reconcile

380 university with my fa::ther's illness, right, and my

381 son who le::ft everything wa:s, my other

382 son also came back home

Carla's excerpt can be divided into two complementary axes, which reveal how difficulties emerge in her ability to deal with the demands and requirements of the undergraduate program, difficulties that even lead her to state that she has reached her limit: "I'm, let's say, at my limit"¹¹ (lines 350 and 352). The first axis may be classified as involving internal difficulties, that is, those related to the obligations inherent to the undergraduate program itself, such as completing assigned tasks, carrying out the required readings — "I read all the texts that you send, professor X, I read all the texts, but then producing from that" (lines 366, 367, and 368) — and also attending on-site classes — "and physically coming here" (line 368). All of these practices have become very difficult — "all these things seem really difficult now" (lines 368 and 369). It is important to highlight the use of the adverb now, which entextualizes the entire temporality of the pandemic event, indicating that in the post-pandemic moment — that is, now — things appear to be much more difficult.

In addition, Carla states in lines 356 and 357 that she has discovered, during her time at the university, that she suffers from anxiety — "I'm an anxious person, I discovered that at the university." This anxiety appears to stem from the pressure she feels when faced with a large number of required tasks: "I get way too tense, way too nervous when I have a lot of things to turn in" (lines 359 to 361). Although it is not possible to generalize on the basis of Carla's narrative, we can point out that, in her discourse, she entextualizes recurring Discourses from the post-pandemic period, which refer to increased stress and anxiety in response to demands that are now perceived as excessive by individuals whose mental health was significantly weakened by the pandemic experience.

Another aspect, not directly related to the pandemic but complementary to the issue of pedagogical temporalities discussed in this study, concerns the difficulties present in many students' personal lives, as Carla makes explicit in lines 377 to 382: "I had a really difficult time in the years 2018, 2019; it was really difficult for me to reconcile university with my father's illness, and my son who left — everything — and my other son also came back home." Despite the circulation of Discourses that advocate a strict separation between personal and professional life, we know that events in students' personal lives pose immense challenges and deeply interfere with their academic trajectories. Neoliberal idealization demands that the professional subject be shielded from anguish and pain — as if these belonged to a private sphere that should remain outside institutional spaces. Such idealization ultimately produces a less professional subject, less able to perform within imposed temporal demands, in the service of capital. From this perspective, the neoliberal-colonial division between personal and professional/academic life prevents teacher education from addressing personal experiences as part of its own curriculum (Araújo, Conti and Mastrella-de-Andrade, 2022).

In this sense, excerpt 2, from Luísa, corroborates and entextualizes Carla's discourse regarding the university environment as a trigger for symptoms of illness, such as anxiety and panic disorder:

Excerpt 2

1944 Researcher: Do you still have panic disorder? […]

1951 Luísa: I treat one, and another one comes up … and I never

1952 had anything like that…: all of this came after I

1953 entered university because I had never experienced

1954 anything like this I was an extremely happy person

1955 Researcher: Do you attribute that mostly to the university?

1956 Luísa: I tell you because it was like this, you know, it was

1957 kind of a turning point

1958 Researcher: uh

1959 Luísa: after I entered the university my

1960 life changed: I'm not saying that, ah:, it was

1961 the university's fault, no, but that: after I

1962 started studying:

1963 Researcher: hmm

1964 Luísa: here at the university… like, some things started

1965 to happen and I started to

1966 develop several issues like: … anxiety

1967 panic disorder… sometimes I get

1971 very irritated …it passes ((laughter)) and of course

1972 it could have been something I already had before

1973 but I never had anything like that

First, the researcher asks Luísa (line 1944) whether she still experiences panic disorder, to which she replies that she treats one crisis, and "another one comes up" (line 1951). The statement that follows is particularly striking, as the student is categorical in attributing the cause of her condition to the university: "All of this came after I entered the university, I had never experienced anything like this before, I was an extremely happy person" (lines 1952 to 1954). In addition to claiming that her entry into the university was responsible for her health problems, Luísa emphasizes that prior to that moment she was "extremely happy," which intensifies the situation and reinforces the role played by the institution as a triggering element of the disorder. At this point in the narrative, the student's discourse appears to run counter to Discourses that associate entering university with feelings of happiness, fulfillment, and satisfaction.

As her account unfolds, the student slightly qualifies this assertion, revealing a dual positioning in that she seems reluctant to be overly categorical — "I'm not saying that it was the university's fault" (lines 1960 and 1961) — only to reaffirm it immediately afterward: "but after I started studying here at the university, like, some things started to happen and I began to develop several issues such as anxiety and panic disorder" (lines 1961 to 1967). Once again, however, she retreats and attempts to soften what she has said — "and of course, it could have been something I already had before" (lines 1971 and 1972) — only to then reassert the duality and call her own claim into question: "but I never had anything like that" (line 1973).

This context seems to prompt an immediate mitigating statement following each more categorical criticism of the university environment as responsible for her illness. In addition, as noted earlier, this positioning may also be attributed to Discourses that associate entering higher education with something inherently positive, which may likewise have generated internal conflict for Luísa. Nevertheless, it is not possible to ignore the fact that both students identify their entry into the university as a turning point marking the onset of their anxiety crises (Carla and Luísa) and panic disorder (Luísa). This observation supports our argument that universities need to reflect upon and reconsider certain practices that may be contributing to the illness and distress experienced by many students.

The second thematic axis identified concerns the lack of time to meet all the demands of academic life:

Excerpt 3

2027 Luísa: It's just that, you know, I really like Spanish

2028 but I'm struggling with it… as much as

2029 I like it

2030 Researcher: Yes, but:

2031 Luísa: and there's also the issue of w:hen I manage to

2032 study

2033 Researcher: hmm

2034 Luísa: I wish I could sit down and study for longer

2035 every day, but there are days when, really

2036 today I couldn't even manage to pick up and open my —

2037 today it didn't: work, for example, there are days

2038 when that happens

In excerpt 3, Luísa addresses her difficulty related to a lack of time, explaining that she has been struggling with Spanish precisely because she does not have sufficient time to study: "I'm struggling with it, as much as I like it" (lines 2028–2029); "and there's also the issue of when I manage to study" (lines 2031–2032). She shows an awareness of the need for regular study time, yet acknowledges that she is unable to meet this demand: "I wish I could sit down and study for longer, but there are days when, really — today I couldn't even manage" (lines 2034–2036). The lack of time thus emerges explicitly as one of her main concerns.

In a similar vein, we highlight below an excerpt from Carla's narrative.

Excerpt 4

2116 Carla: And about the complementary hours, like you, I've never

2117 taken them, I've never participated in a research project,

2118 extension, anything, because I

2119 Researcher: [it didn't work out]

2120 Carla: couldn't: handle these other things

2121 I would enroll in the academic week and I

2122 I wouldn't be able to attend everything because I always

2123 had [things to read:]

2124 Researcher: [something]

2125 Carla: tasks to complete… assignments to do

2126 so I've never managed to do other things, I

2127 need all this time to [do]

2128 Researcher: [to:]

2129 Carla: that, and now I came back and said, like, okay, I'll

2130 take three courses to focus on

2131 Researcher: do less

2132 Carla: because my job is very demanding

2133 Researcher: uh-huh

2134 Carla: I just work from seven to one

2135 Researcher: wow

2136 Carla: I leave work at one

2137 Researcher: rushing to come here

2138 Carla: sometimes, you know, I have to take a shower

2139 because I work inside a hospital

2140 Luísa: and when you get home you have to rest, right

2141 Carla: then I get here: I haven't even had lunch

Carla corroborates and complements what Luísa has said by claiming that she is unable to participate in other activities that are important for her education: "I've never taken them, I've never participated in a research project, extension activities, anything, because I couldn't handle these other things; I would enroll in academic week activities and couldn't attend everything because I always had things to read, tasks to complete, assignments to do" (lines 2116 to 2125).

We know that public universities in Brazil are structured around the teaching-research-extension triad, and that students are encouraged to engage in formative activities across these three axes. Carla is aware of this structure, but she expresses her distress at not being able to "get involved in these other things" due to the demands related to assignments, readings, and activities associated with the teaching axis. According to Locatelli and Diniz-Pereira (2019, p. 227), teacher education programs in Brazil are situated within an educational and economic context marked by inequalities, and, in many cases, educational opportunities serve to reproduce the status quo, as "the process of preparation for teaching is immersed in this reality, marked by conflicts and contradictions." In this sense, we argue, in line with the authors, for "a reversal of the individualistic and market-oriented perspectives that currently dominate teacher preparation [as well as] the need for a new perspective in which teacher education is adopted as a priority public policy" (Locatelli and Diniz-Pereira, 2019, p. 227).

Another issue raised by the student, shared by many others, concerns paid work carried out outside the university. Although this work is essential, as it ensures her livelihood, it consumes a significant portion of her time and energy: "because I work in a very demanding job, I only work from seven to one, I leave at one rushing to come here, sometimes, you know, I have to take a shower because I work inside a hospital; […] then I get here and I haven't even had lunch" (lines 2132–2141). In addition to time constraints, it is important to highlight the sacrifice involved. Work overload, combined with university demands, makes it impossible even for her to have lunch, forcing her to attend classes on an empty stomach. Even taking a shower — an activity usually considered trivial — becomes a sacrifice, as it is experienced as an obligation that further reduces the limited time available in her already hectic routine. It is important to contrast what the students narrate with broader data on students enrolled in teaching degree programs in Brazil. According to Locatelli and Diniz-Pereira (2019, p. 240-241),

teaching degree programs serve a student population with limited possibilities to complement their education through travel, book purchases, or participation in events due to financial constraints, and who devote little time to their studies because of work and/or programs' alternative and reduced schedules. This reality entails losses for students, not only in relation to the knowledge produced in the field, but also with regard to the processes of production and critical analysis of that knowledge. This harms their educational process and places them in a vulnerable position when facing real-world challenges and external forms of control, thereby reducing their autonomy as teachers and as intellectuals.

It is important to emphasize that, in the discourses of Luísa and Carla — both regarding the lack of time and difficulties related to mental health (thematic axes 2 and 1) —, discourses are entextualized that individualize responsibility, disregarding the lexical and categorical grid that structures neoliberal notions of time and productivity. Subjectivated by this logic, students take upon themselves the responsibility for not being able to cope, for failing to meet expected standards of performance, and for feeling tired. In this regard, Han (2017, p. 71) warns that "tiredness in achievement society is solitary tiredness; it has a separating and isolating effect." By individualizing responsibility, the burnout society renders people increasingly ill and increasingly isolated. From our perspective, teacher education becomes embedded in this colonial logic insofar as it fails to problematize it. Rather than transforming these issues into curricular matters to be discussed, critically examined, and collectively experienced within teacher education programs, it leaves unquestioned the structural conditions that reproduce this reality. We therefore question how teacher education, as enacted within university teaching degree programs, overlooks the meanings involved in welcoming into classrooms the student profiles identified in the data discussed above.

Excerpt 5, drawn from Carla's narrative performance, requires special attention, as it brings to the fore a different and particularly serious issue related to the lack of time.

Excerpt 5

2084 Carla: So, I know that I have several problems, but

2085 in my first semester, in my very first class

2086 … the professor said something like: married women,

2087 … with housework, kids, don't finish college

2088 because it requires at least

2089 four hours a day of study you can't

2090 manage it [you prioritize]

Her narrative reveals sexist Discourses, entextualized by a professor who claims that married women do not finish their university programs due to lack of time caused by children and domestic tasks: "the professor said something like: married women, with housework, kids, don't finish college because it requires at least four hours of study a day, and you can't manage it" (lines 2086–2090). As we know that saying is doing (Austin, 1990), and that language constitutes action in the social world, the Discourses entextualized by the professor are more than sexist: they carry what Silva (2012) terms a "pragmatics of violence" and act to render the academic environment hostile, blaming students and contributing to various forms of illness, such as anxiety and panic disorder, that Luísa has developed. Here again, students are blamed for structural issues, which are treated as if they were personal problems. While the professor's statement reveals a serious matter — the structural sexism that circulates within the university environment and is disturbingly reproduced within it — we must point out the perversity of such statements, which were likely not isolated, and resist forms of conduct that go far beyond questions of lack of time.

The following excerpts, 6 and 7, comprise the third thematic axis, which addresses the demand for additional study time due to gaps in basic education.

Excerpt 6

2099 Carla: Well, in my first: in the first week of

2100 classes, and I could never get that out of my head, uh

2101 another thing is: people say, like, you are supposed to

2102 come out of high scho:ol, you have to do a: a

2103 pa:per, you have to do an: an arti:cle, and I

2104 keep thinking, like, oh my Go:d — how am I

2105 going to do this I didn't finish high school…

2106 I've taken… the EJA exams

2107 Researcher: uh-huh

2108 Carla: I didn't finish high school — I started and

2109 got pregnant and quit

2110 Luísa: I didn't either [didn't complete high school]

2111 Carla: [so I took the exa:ms] to

2112 finish, so for me it was extremely difficult:

In excerpt 6, both Carla and Luísa make explicit that they did not complete upper secondary education in the traditional format, having instead completed the Educação de Jovens e Adultos (EJA) exams.¹² Carla mentions that getting married meant she did not attend conventional upper secondary education. According to her, students who followed the EJA route face particular difficulties in university, especially due to the requirement to produce academic genres such as articles. In most cases, such academic assignments are required without having been previously taught.

Beyond the lack of time to complete academic tasks and activities, many students are required to seek out, on their own, forms of knowledge they are expected to master — such as writing articles or essays — despite gaps in their prior schooling. As noted earlier, although increasing numbers of students from public schools have gained access to public universities, a significant proportion do not enter higher education with the academic preparation demanded in this context. These conditions clearly contribute to the mental health issues discussed in the first thematic axis (Excerpts 1 and 2).

In excerpt 7, Carla continues her narrative performance by describing how arduous it is to persist and how she manages to move forward without giving up on her undergraduate program:

Excerpt 7

2232 Carla: If I had known, like, everything I went through,

2233 I'd have given up back then, I wouldn't have finished at all

2234 with everything about the pandemic, and then

2235 my daughter and my husband would say things like,

2236 fini::sh it, at least, just to say you made it to the end

2237 Researcher: yeah:

2238 Carla: stayed until the end of it

2239 Researcher: you've been through so much already, haven't you

2240 Carla: yeah, and: I'm trying, but sometimes, you know, I think

2241 it makes me feel so bad… all this pressure:

2242 Researcher: uh-huh

2243 Carla: that I keep thinking, I'm not gonna do it, I'm not gonna do it, I'm not

2244 gonna do it — then I lie down, sleep, wake up at

2245 four in the morning, start reading, and: do it

2246 so I intend to finish it, I'll try, but I

2247 really think it's very, very difficult when you

2248 don't have that kind of preparation

In this excerpt, Carla introduces the aggravating effect of the pandemic, which adds another layer to the difficulties outlined in her narrative: "if I had known everything I went through, I'd have given up back then; I wouldn't have finished at all, with everything about the pandemic" (lines 2232–2234). Although she acknowledges the encouragement of her husband and daughter, she emphasizes the heavy toll taken by the pressure she faces: "I'm trying, but sometimes the pressure makes me feel really bad" (lines 2240–2241). Carla appears to be at her limit, and the repetition — "I'm not gonna do it, I'm not gonna do it, I'm not gonna do it" (lines 2243–2244) — conveys the depth of her exhaustion. Still, with the support of her family, she manages to push through her fatigue and persist in her goal of completing the degree program. Pressure, exhaustion, and lack of time are thus revealed in her discourse: "then I lie down, sleep, wake up at four in the morning, and start reading" (lines 2244–2245). Her narrative performance entextualizes Discourses related to performance pressure, revealing what Han (2017) describes as the burnout soul. In this sense, thematic axes 1, 2, and 3 intersect and complement one another, as previously highlighted: the difficulties addressed in 2 and 3 contribute to the mental health issues discussed in thematic axis 1. What we wish to emphasize once again is that the discourses of Luísa and Carla in their narrative performances entextualize Discourses grounded in a neoliberal logic, anchored in a colonial matrix of power, within the context of a burnout society. This logic leads individuals to increasingly treat structural problems as individual concerns.

In the following section, we discuss how we frame teacher education and the university environment in light of the challenges highlighted in the students' narratives.

WEAVING NARRATIVE THREADS

The three thematic axes drawn from Carla's and Luísa's narratives enabled us to consider various narrative threads that we weave together here. As our analyses show, these axes are interconnected and mutually reinforcing. We analyzed multiple dimensions of how time, lived under the logic of coloniality, affects both teacher education and the lives of these women students.

Although time — or the lack of it — does not appear explicitly in all the narrative performances examined, it emerges as a key element linking the three thematic axes. It is this element that grounds our discussion of teacher education. If time is the fabric of our lives, and if we wish to think about teacher education from a perspective that resists colonial logic, we must confront a central challenge. This challenge lies in resisting the many demands imposed on us as pedagogical imperatives. Both students and we ourselves, as university professors, constantly grapple with the need to comply with extensive curricula and overwhelming content loads. In our compulsion to manage it all, we enact violence upon ourselves—students and professors alike. Our subjectivities have been shaped, largely unconsciously and without resistance, by a logic of performance that governs school time and compels us to chase targets and evaluations that ultimately serve capital.

In her narrative, Carla raised a question that deeply unsettled us: "sometimes I wonder if it has something to do with this — whether the university is prepared for ENEM, even after all this time" (lines 2210–2211), referring to Brazil's national university entrance exam. This concern prompted a broader reflection on the role of the university as an environment that is often unwelcoming and even hostile. As Carla and Luísa suggest, the university may function as a space that generates discomfort, distress, and anxiety and panic disorders precisely because it aligns itself with a colonial and neoliberal perspective on social, academic, and professional life. As highlighted throughout our analyses, the university environment, as a microcosm of society, is also a space where sexist and prejudiced Discourses reverberate, as illustrated in Excerpt 5. For this very reason, it should be a site of resistance against all forms of intolerance.

On the other hand, Carla's question also leads us to reflect on what it means for the university to be prepared. Within a colonial logic, we might seek a solution, a definitive answer, or even a magic formula — if not to resolve it, at least to conclude this text with a more definitive ending that points to a single path forward. We believe, however, that the university will never be definitively prepared, given the complexity of social life. Being prepared, then, should mean being open: open to dialogue, to listening, and to coming to know students — their needs and the ways in which education can take place within this context.

As we evoke this search for alternatives, we recall a story told by Daniel Munduruku and Janaina Tokitaka (2007, p. 25) in the book O homem que roubava horas (The Man Who Stole Hours). In the story, a man who lives on the streets steals people's hours. He explains: "I steal hours to give them time. Time to learn how to use time. Those who have hours have no time: time to look at time." Might it now be time, also within the university, to reflect on more artisanal pedagogical temporalities (Larrosa, 2019), subverting the logic that governs us and incessantly demands performance, while continually stealing our time?

• 1
  This study is part of a postdoctoral research project entitled "Linguagem e performatividade: a construção de identidades e de subjetiv idades docentes em um contexto pós-pandemia," conducted in the Programa de Pós-Graduação em Linguística Aplicada (a graduate program in Applied Linguistics) at the Universidade de Brasília (UnB). The project is part of a broader research initiative entitled "Linguagem e performatividade: a construção de identidades e de subjetividades em ambientes de ensino," developed at the Universidade Federal de Pelotas (UFPel), registered with Plataforma Brasil (the Brazilian national research ethics platform) and approved by UFPel's Research Ethics Committee under Opinion No. 4029576.
• 2
  We reproduce here a longer excerpt in which the quoted passage appears, taken from a news report on the inauguration of a library of the Landless Workers' Movement (MST): "I think one of the most sinister things in the history of Western civilization is the famous saying attributed to Benjamin Franklin, ‘time is money.' That is a monstrosity. Time is not money. Time is the fabric of our lives; it is this very minute that is passing. Ten minutes from now I will be older, twenty minutes from now I will be closer to death. Therefore, I have a right to this time; this time belongs to my affections — it is for loving the woman I chose and being loved by her; for spending time with my friends; for reading Machado de Assis. This is what time is. And it is precisely the struggle for workers' education that is the struggle to reclaim time as a universe of self-realization. The struggle for social justice begins with a claim to time: ‘I want to make use of my time in a way that allows me to become more fully human.' Libraries and books are a great necessity of our humanized life."
• 3
  Obviously, discussions of the categories of time and space unfold across multiple perspectives and fields of knowledge. For a brief overview of some of these debates, see Hansen (2000), Gomes (2018) and Haesbaert (2021).
• 4
  It is worth noting that these concepts resonate with Bakhtin's notion of dialogism. Although this is a complex concept, closely related to that of polyphony, it can be broadly understood as a "dialogue between discourses," in which a discourse relates to those that precede it (Barros, 1996).
• 5
  Unless otherwise indicated, all translations in this article are by the authors.
• 6
  According to Bauman (1986), the narrated event refers to the story told at the moment of interaction, whereas the narrative event refers to the narrative performance that takes place between narrator and audience during the interaction.
• 7
  As the programs mentioned are dual-language teaching degree programs, each student is required to complete a practicum in Portuguese language as well as a practicum in the foreign language of their program — English, Spanish, German, or French.
• 8
  At the time of the interview, when signing the Informed Consent Form, the interviewees were asked to choose a pseudonym in order to preserve their identity. As they did not feel the need to do so, names were randomly assigned to them — in this case, Carla and Luísa.
• 9
  The narrative was recorded and subsequently transcribed. The transcription conventions used are an adaptation of those proposed by Marcuschi (1986). The following notations were employed: … for pauses; : for vowel lengthening; - for emphasis; ( ) for the transcriber's suggestion; (SI) for unintelligible segments; [ ] for overlapping speech; (( )) for the transcriber's comment; °° for lower volume; and ? for questions. Transcriptions were prepared by Griffar Linguistic Services.
• 10
  According to Brown and Yule (1983), it is more appropriate to refer to a topic and contextual framework rather than to a notion of topic understood simply as "what is being talked about." Such a framework should take into account aspects such as the time and place in which the discourse is produced, who produces the discourse and who the audience is, as well as contextual features such as people, places, entities, events, and facts that precede the interaction.
• 11
  When bringing excerpts from Carla's and Luísa's speech into the analytical text, we chose not to adopt detailed transcription conventions, as our analytical focus in these passages is on the content of what was said.
• 12
  [Translator's note:] EJA (Educação de Jovens e Adultos, or Youth and Adult Education) is an alternative education pathway in Brazil for individuals who were unable to complete formal schooling at the conventional age. Through accelerated programs or equivalency exams, students can obtain certificates recognized as equivalent to traditional basic and secondary education diplomas.
• Funding:
  The study received no funding.

Data availability statement:

Data are only available upon request.

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Edited by

• Responsible Editor:
  Filomena Maria de Arruda Monteiro https://orcid.org/0000-0002-2991-7416

Publication Dates

• Publication in this collection
  17 July 2026
• Date of issue
  2026

History

• Received
  06 Aug 2024
• Reviewed
  06 May 2025
• Accepted
  09 May 2025