This paper proposal follows the participation of two authors – Paula Szundy and Rogério Tílio – in the ReCAL symposium conducted at the 2021 AILA Congress in Groningen on the topic "The dynamics of language, communication and culture in applied linguistic research in Latin America". As a result of this participation, the two authors wrote a chapter examining the ideologies (Volóchinov, 2017 [1929]) and language ideologies (Kroskrity, 2004; Woolard, 1998; Szundy, 2017) refracted in the most recent Brazilian Curricular Framework: the Brazilian Common Core Curriculum (BNCC, Brasil 2018). The reflection carried out at AILA 2021 and expanded in the chapter relies on the interrelations between language ideologies and critical theories to problematize the neoliberal colonial ideologies echoed by the most recent curricular framework for basic education in Brazil. As a possible alternative to debunk these ideologies, we propose that ELT practices should always make students engage with differences so that they are incited to challenge what is regarded as "normal" in relation to race, gender, sex, social class, profession, age, environment etc. With the intention of putting this proposal into practice, we plan to offer on-line supervision sessions to undergraduate students majoring in English and Spanish where they can unlearn the colonial logic and rethink their practices as pre-service teachers at a program called "Curso de Línguas Aberto à Comunidade" (CLAC - Language Course Open to External Community). These virtual sessions will be held from September to December 2022 and will be coordinated by the three authors, all of them professors at the Faculty of Language and Literature in the Federal University of Rio de Janeiro. Paula Szundy and Rogério Tílio work at the English Department and Deise Picanço at the Spanish Department. By joining English and Spanish undergraduate students in these supervision sessions we hope to engage them in interdisciplinary and translingual knowledge construction processes. CLAC represents an important context where undergraduate students can construct practical and theoretical knowledge about teaching languages. An extension program of the Faculty of Language and Literature, it has been offering language courses for both the university and outside communities for over fifteen years. Conceived as a pre-service teacher education space for undergraduate students of the faculty, CLAC offers many language courses such as Spanish, French, Hebrew, English, English for Reading Purposes, Italian, Japanese, Portuguese, Portuguese as a foreign language, Russian, Latin, Arabic, Greek, German Conversation, English Conversation, Italian Conversation, Japanese Conversation, Workshops of Portuguese and English for undergraduates. As practical and research laboratories for our students, the multiplicity of courses offered by CLAC includes all the languages taught in the undergraduate courses of the Faculty of Language and Literature and have been important research contexts in studies developed by professors, graduate and undergraduate students since the program's foundation. Focusing on pre-service English and Spanish teachers' development at CLAC, several tools will be used throughout the on-line supervision sessions to enhance participants' critical reflection: an initial and a final questionnaire to access their ideologies concerning transgressive and decolonial practices; register of interactions during synchronous and/or asynchronous activities; pedagogic activities adapted and/or developed by the undergraduate students. The knowledge (de/re)construction processes during the sessions are expected to engage participants in the implementation of transgressive decolonial pedagogic practices compromised with social inclusion and transformation. References:Brasil, SEB/MEC (2018). Base Nacional Comum Curricular. Brasília, DF, SEB/MEC. Kroskrity, P. V. (2004). Language Ideologies In A. Duranti (ed.). A Companion to Linguistic Anthropology Oxford, UK: Blackwell Publishing, p. 496-517 . Mignolo, W. D. (2007). Epistemic Disobedience: The De-colonial Option and the Meaning of Identity in Politics. Gragoatá, 22, p. 11–41. Moita Lopes, L. P. (2006) Uma Linguística Aplicada mestiça e ideológica: interrogando o campo como linguista aplicado. In L. P. Moita Lopes (Org.). Por uma linguística aplicada Indisciplinar. São Paulo: Parábola Editorial, p. 13-42.Souza Santos, B. (2013 [1997]). Pela mão de Alice: o social e o político na transição pós-moderna. 14. ed. São Paulo: Cortez.Szundy, P. T. C. (2017). Language Ideologies on English as a Lingua Franca in Brazil: Conflicting Positions Expressed by Undergraduate Students. The Journal of English as a Lingua Franca, 6: 167–92. Szundy, P. T. C e Fabrício, B. F. (2019). Linguística Aplicada e indisciplinaridade no Brasil: promovendo diálogos, dissipando brumas e projetando desafios. In P. T. C. Szundy; R. Tíliio; G. C. V. Melo (Org.). Inovações e desafios epistemológicos em Linguística Aplicada: perspectivas sul-americanas. Campinas: Pontes Editores, p. 63-89.Tílio, R. C. (2017). Ensino crítico de língua: afinal, o que é ensinar criticamente?. In D. M. Jesus; F. Zolin-Vesz.; D. Carbonieri (Org.). Perspectivas críticas no ensino de línguas: novos sentidos para a escola. 1ed. Campinas: Pontes, p. 19-31.Tílio, R. C.; Szundy, P. T. C. (2021). Criticidade como prática de resistência: intersecções entre os estudos de Letramentos e a LA indisciplinar. In: A. Tanzi Neto. (Org.). Linguística Aplicada de Resistência: transgressões, discursos e política. 1ed.Campinas: Pontes Editores, p. 47-70.Volóchinov, V. N. (2017 [1929]). Marxismo e filosofia da linguagem: problemas fundamentais do método sociológico na ciência da linguagem. Trad. Sheila Grillo; Ekaterina Vólkova Américo. São Paulo: Editora 34.Woolard, K. A. (1998). "Introduction". In B. B. Schieffelin; K. A. Woolard ; P. V. Krosprity (Eds.). Language ideologies practice and theory. Oxford: Oxford University Press, p. 3-47.
