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The text analyses the impact of current educational policies on schooling and teacher education practices in Portugal with a focus on bilingual/ bicultural students. Building on selected key-concepts and themes that traverse the work of critical analysts, including the concept of “epistemological blindness”, the text seeks to analyse how the techno-rational epistemologies underlie the subtractive forms of education that are imposed on bilingual/bicultural students in Portugal. The narratives of both beginning and experienced language teachers, on teacher education programs at the University of Minho, will be used to show how Western, Eurocentric epistemologies and “epistemological blindness” work in schools to undermine progressive and inclusive education for bilingual/ bicultural children. Their narratives on their experiences and on how they resonate with critical texts on schooling will be analysed, highlighting the difficulties and dilemmas these teachers experience that can be attributed to the disempowering forms of education these students are subjected to and that are seldom questioned. The education of bilingual/bicultural students in Portugal is located on the other side of the epistemic abyss that Boaventura Sousa Santos identifies in modern Western Eurocentric rationality. The naturalization of their invisibility in Portuguese schools and the absence of a critical multicultural teacher education programs are very much justified by the prevailing curriculum and teacher education policies and practices, but also by the ‘teaching to the test’ classroom practices that disempower both students and teachers. Resumo O texto analisa o impacto das politicas educativas atuais na escolarizacao e formacao de professores em Portugal, focando o caso dos estudantes bilingues/ biculturais. A partir de conceitos-chave e temas oriundos do trabalho de analistas criticos e que incluem o conceito de “cegueira epistemologica” o artigo procura analisar o modo como as epistemologias tecnicistas subjazem as formas de educacao subtractiva a qual os estudantes bilingues/ biculturais sao sujeitos. As narrativas de professores principiantes e experientes serao usadas para evidenciar o modo como as epistemologias Ocidentais e Eurocentricas, e a “cegueira epistemologica” funciona nas escolas para minar uma educacao progressista e inclusiva para os estudantes bilingues/ biculturais. As narrativas da experiencia e o modo como encontram ecos nos textos criticos sobre a escolarizacao serao objeto de analise, evidenciando as dificuldades e dilemas que estes professores experienciam e que podem ser atribuidos aos modos excludentes de educacao aos quais estes estudantes sao submetidos e que raramente sao problematizados. A educacao dos estudantes bilingues/ biculturais em Portugal encontra-se no outro lado do abismo epistemico que Boaventura Sousa Santos identifica na racionalidade Ocidental e Eurocentrica moderna. A naturalizacao da sua invisibilidade nas escolas portuguesas e a ausencia de uma educacao multicultural critica sao justificadas em larga medida pelas politicas e praticas de curriculares e de formacao de professores, mas tambem pelas praticas de avaliacao das aprendizagens orientadas para e pelos testes que atuam no sentido de oprimir, quer o trabalho docente quer as aprendizagens dos estudantes.

revista educação e cultura contemporânea/educação e cultura contemporânea

Who benefits from Western forms of education? Unveiling ‘epistemological blindness’ in language teacher education/Quem beneficia dos modos de educação ocidentais? Desocultando a ‘cegueira epistemológica’ na formação de professores de língua