The colonizationcolonization of Latin AmericaLatin America created unequal relations in terms of race, gender, class, and other identity categories, resulting in a phenomenon called the coloniality of power (QuijanoQuijano, 2005). Given that our colonial past and its heritage control knowledge production (Macedo, 2023), applied linguists have discussed possibilities for decolonizingdecolonizing knowledge production in the field of additional language teaching (Macedo, 2023; Silva & Farias, 2023). In this chapter, drawing on the theory of Critical Language PedagogyCritical Language Pedagogy (CLPCLP) (Crookes, 2013; Silva & Farias, 2023; Siqueira, 2023), we focus on possibilities for decolonizing language teacher education programs in Brazilian education. Thus, we argue that a decolonial curriculumdecolonial curriculum needs to (1) bridge the gap between university and community; (2) embrace transdisciplinaritytransdisciplinarity in additional language teaching and learning; (3) value local knowledge and recognize multiple realities and needs; and (4) promote critical and non-hierarchical dialoguecritical and non-hierarchical dialogue in language teacher education. Examples of projects and actions that may contribute to the promotion of a decolonial additional language teacher education program are presented to discuss possibilities for action and provide reflection on the limitations of doing critical/decolonial work in the midst of discourses and practices on education that are aligned with neoliberalismneoliberalism.