Multiculturalist curriculum policy: diversity, subaltern cultures, and African and indigenous knowledge in teachers training and teaching multicultural basic education

Detalhes bibliográficos
Autor(a) principal: Pereira, Carlos Luis
Data de Publicação: 2020
Outros Autores: Pereira, Marcia Regina Santana
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/7680
Resumo: In this article, it was proposed to discuss the emergence of decolonization of the current curriculum policy of official knowledge present in teacher training and basic education to include the perspective of multiculturalist curriculum, which represents, values and recognizes the knowledge of African and indigenous matrices, as well as social subjects of subalternized cultures. The justification is due to the important pluricultural and ethnic dimension present in the school context of Brazilian basic education, and in the current scenario the curriculum documents have reproduced the knowledge of Eurocentric, macho, monocultural and monorracist hegemony. The theoretical and methodological path fits within the phenomenological method, in relation to the approach is aligned with qualitative research and engendered in phenomenological research procedures. Among the results collected, the subjects surveyed affirmed the absence in the teacher training courses of both basic education within the official curriculum policy of knowledge misaligned with the multiculturalist curriculum perspective. It is concluded that the current curriculum policy in all levels and modalities of teaching, one of the possibilities for inclusion of all social actors in the curriculum prescribed the study pointed the perspective of curriculum policy within the multiculturalist dimension.
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spelling Multiculturalist curriculum policy: diversity, subaltern cultures, and African and indigenous knowledge in teachers training and teaching multicultural basic educationPolítica curricular multiculturalista: diversidad, culturas subalternas y conocimientos africanos e indígenas en la formación de maestros y la enseñanza de la educación básica multiculturalPolítica curricular multiculturalista: diversidade, culturas subalternas e conhecimentos de matriz africana e indígena na formação de professores e no ensino da educação básica multiculturalPolítica CurricularProfesoresConocimientoDiversidadCulturas Subalternizadas.Política CurricularProfessoresDiversidadeCulturas subalternizadas.Curriculum PolicyTeachersKnowledgeDiversitySubalternized Cultures.In this article, it was proposed to discuss the emergence of decolonization of the current curriculum policy of official knowledge present in teacher training and basic education to include the perspective of multiculturalist curriculum, which represents, values and recognizes the knowledge of African and indigenous matrices, as well as social subjects of subalternized cultures. The justification is due to the important pluricultural and ethnic dimension present in the school context of Brazilian basic education, and in the current scenario the curriculum documents have reproduced the knowledge of Eurocentric, macho, monocultural and monorracist hegemony. The theoretical and methodological path fits within the phenomenological method, in relation to the approach is aligned with qualitative research and engendered in phenomenological research procedures. Among the results collected, the subjects surveyed affirmed the absence in the teacher training courses of both basic education within the official curriculum policy of knowledge misaligned with the multiculturalist curriculum perspective. It is concluded that the current curriculum policy in all levels and modalities of teaching, one of the possibilities for inclusion of all social actors in the curriculum prescribed the study pointed the perspective of curriculum policy within the multiculturalist dimension.En este artículo se propuso debatir el surgimiento de la descolonización de la actual política curricular de los conocimientos oficiales presentes en la formación de maestros y la educación básica para incluir la perspectiva del currículo multiculturalista, que representa, valora y reconoce los conocimientos de las matrices africanas e indígenas, así como los sujetos sociales de las culturas subalternizadas. La justificación se debe a la importante dimensión pluricultural y étnica presente en el contexto escolar de la educación básica brasileña, y en el escenario actual los documentos del plan de estudios han reproducido el conocimiento de la hegemonía eurocéntrica, machista, monocultural y monorraquista. El camino teórico-metodológico se inscribe en el domestico fenomenológico, en relación con el enfoque está alineado con la investigación cualitativa y engendrado en los procedimientos de investigación fenomenológica. Entre los resultados recogidos, las asignaturas investigadas afirmaron la ausencia en los cursos de formación de profesores tanto en la educación básica dentro de la política curricular oficial de desajuste de conocimientos con la perspectiva curricular multiculturalista. Se llega a la conclusión de que la actual política curricular en todos los niveles y modalidades de enseñanza, una de las posibilidades de inclusión de todos los actores sociales en el plan de estudios prescrito en el estudio, apuntaba la perspectiva de la política curricular dentro de la dimensión multiculturalista.Neste artigo, teve proposição discutir sobre a emergência da descolonização da atual política curricular do conhecimento oficial presente na formação de professores e na educação básica para inclusão da perspectiva do currículo multiculturalista, este que representa, valoriza e reconhece os conhecimentos das matrizes africanas e indígenas, bem como dos sujeitos sociais de culturas subalternizadas. A justificativa configura-se devido a importante dimensão pluricultural e étnica presente no contexto escolar da educação básica brasileira, e no atual cenário os documentos curriculares têm reproduzido o conhecimento de hegemonia eurocêntrica, machista, monocultural e monorracista. O percurso teórico-metodológico enquadra-se dentro do método fenomenológico, em relação a abordagem tem alinhamento com a pesquisa qualitativa e engendrada nos procedimentos da pesquisa fenomenológica. Destacam-se entre os resultados coletados os sujeitos pesquisados afirmaram a ausência nos cursos de formação de professores tanto no ensino na educação básica dentro da política multiculturalista. Conclui-se que a atual política curricular brancocêntrica em todos os níveis e modalidades de ensino, uma das possibilidades para inclusão de todos os atores sociais no currículo prescrito o estudo apontou a perspectiva da política curricular dentro da dimensão Multiculturalista.Research, Society and Development2020-09-15info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/768010.33448/rsd-v9i9.7680Research, Society and Development; Vol. 9 No. 9; e988997680Research, Society and Development; Vol. 9 Núm. 9; e988997680Research, Society and Development; v. 9 n. 9; e9889976802525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/7680/7275Copyright (c) 2020 Carlos Luis Pereira; Marcia Regina Santana Pereirahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPereira, Carlos LuisPereira, Marcia Regina Santana 2020-09-18T01:42:11Zoai:ojs.pkp.sfu.ca:article/7680Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:30:20.003721Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Multiculturalist curriculum policy: diversity, subaltern cultures, and African and indigenous knowledge in teachers training and teaching multicultural basic education
Política curricular multiculturalista: diversidad, culturas subalternas y conocimientos africanos e indígenas en la formación de maestros y la enseñanza de la educación básica multicultural
Política curricular multiculturalista: diversidade, culturas subalternas e conhecimentos de matriz africana e indígena na formação de professores e no ensino da educação básica multicultural
title Multiculturalist curriculum policy: diversity, subaltern cultures, and African and indigenous knowledge in teachers training and teaching multicultural basic education
spellingShingle Multiculturalist curriculum policy: diversity, subaltern cultures, and African and indigenous knowledge in teachers training and teaching multicultural basic education
Pereira, Carlos Luis
Política Curricular
Profesores
Conocimiento
Diversidad
Culturas Subalternizadas.
Política Curricular
Professores
Diversidade
Culturas subalternizadas.
Curriculum Policy
Teachers
Knowledge
Diversity
Subalternized Cultures.
title_short Multiculturalist curriculum policy: diversity, subaltern cultures, and African and indigenous knowledge in teachers training and teaching multicultural basic education
title_full Multiculturalist curriculum policy: diversity, subaltern cultures, and African and indigenous knowledge in teachers training and teaching multicultural basic education
title_fullStr Multiculturalist curriculum policy: diversity, subaltern cultures, and African and indigenous knowledge in teachers training and teaching multicultural basic education
title_full_unstemmed Multiculturalist curriculum policy: diversity, subaltern cultures, and African and indigenous knowledge in teachers training and teaching multicultural basic education
title_sort Multiculturalist curriculum policy: diversity, subaltern cultures, and African and indigenous knowledge in teachers training and teaching multicultural basic education
author Pereira, Carlos Luis
author_facet Pereira, Carlos Luis
Pereira, Marcia Regina Santana
author_role author
author2 Pereira, Marcia Regina Santana
author2_role author
dc.contributor.author.fl_str_mv Pereira, Carlos Luis
Pereira, Marcia Regina Santana
dc.subject.por.fl_str_mv Política Curricular
Profesores
Conocimiento
Diversidad
Culturas Subalternizadas.
Política Curricular
Professores
Diversidade
Culturas subalternizadas.
Curriculum Policy
Teachers
Knowledge
Diversity
Subalternized Cultures.
topic Política Curricular
Profesores
Conocimiento
Diversidad
Culturas Subalternizadas.
Política Curricular
Professores
Diversidade
Culturas subalternizadas.
Curriculum Policy
Teachers
Knowledge
Diversity
Subalternized Cultures.
description In this article, it was proposed to discuss the emergence of decolonization of the current curriculum policy of official knowledge present in teacher training and basic education to include the perspective of multiculturalist curriculum, which represents, values and recognizes the knowledge of African and indigenous matrices, as well as social subjects of subalternized cultures. The justification is due to the important pluricultural and ethnic dimension present in the school context of Brazilian basic education, and in the current scenario the curriculum documents have reproduced the knowledge of Eurocentric, macho, monocultural and monorracist hegemony. The theoretical and methodological path fits within the phenomenological method, in relation to the approach is aligned with qualitative research and engendered in phenomenological research procedures. Among the results collected, the subjects surveyed affirmed the absence in the teacher training courses of both basic education within the official curriculum policy of knowledge misaligned with the multiculturalist curriculum perspective. It is concluded that the current curriculum policy in all levels and modalities of teaching, one of the possibilities for inclusion of all social actors in the curriculum prescribed the study pointed the perspective of curriculum policy within the multiculturalist dimension.
publishDate 2020
dc.date.none.fl_str_mv 2020-09-15
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/7680
10.33448/rsd-v9i9.7680
url https://rsdjournal.org/index.php/rsd/article/view/7680
identifier_str_mv 10.33448/rsd-v9i9.7680
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/7680/7275
dc.rights.driver.fl_str_mv Copyright (c) 2020 Carlos Luis Pereira; Marcia Regina Santana Pereira
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Carlos Luis Pereira; Marcia Regina Santana Pereira
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 9 No. 9; e988997680
Research, Society and Development; Vol. 9 Núm. 9; e988997680
Research, Society and Development; v. 9 n. 9; e988997680
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
_version_ 1797052657538433024

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