Formação de Professores numa Perspectiva Decolonial

The article aims to discuss openings about teacher education, from the perspective of everyday practices. We dialogue with literature, exposing understandings of decolonial pedagogy and the notion of fissures as the driving force behind formative movements. To illustrate, we describe an experiment carried out on the Moodle platform, which was guided by the question “What possibilities of formation can reveal aspects of a decolonial pedagogy?”. As a synthesis of the study, we understand that the continuing education of teachers links the ways in which teachers constitute their pedagogical practices, because the involvement with their own formation, in the horizon of experiences with their peers, shows genuine education, in the soil where she it makes sense for those who are permanently in formation.