INTERCULTURALITY AND EDUCATIONAL PRACTICE IN THE INHABITED CITY

• Autor(a) principal: Bernaldino, Elizângela de Souza
• Data de Publicação: 2022
• Outros Autores: Xavier, Gicelma Claúdia da Costa, Melo, Iranira Geminiano de, Simão, Berenice Perpétua, Bueno, José Lucas Pedreira, Barba, Clarides Henrich de
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/5120
• topic: educação social; interculturalidade; prática educativa; espaço escolar; social education; interculturalism; educational practice; school space; educación social; interculturalidad; práctica educativa; espacio escolar

The research aimed to analyze the social and intercultural place of the educational practice in the inhabited city, identifying the agreements and disagreements in relation to the art of doing, being, and thinking in the school space. To do so, it was used as methodological basis, the systematic bibliographic analysis in works by scholars with current reading in the field of education based on the experience of lived as a high school teacher in order to address the fundamentals that underlie the teaching action in the school space, the perception inherent to the place of Social Education and Interculturalism in the educational process, and so as theoretical assumption, it was based on the studies of Freire, Certeau, Merleau-Ponty, and Candau. As for the results, the following elements were associated as constitutive elements of the art of doing, being, and thinking of coherent and authentic educational practice: awareness, the intentionality of pedagogical approach, sensitive experience, ethics, the self-recognition, and the recognition of the other as a social-historical and cultural being. In conclusion, recognizing the school space as a place of intervention, cultural crossroads, differences, experiences, and construction is complex and challenging since it requires thinking about critical interculturality. In the same way, the development of social and intercultural teaching practice requires breaking the silencing imposed by pedagogical surveillance actions that do not recognize differences and make it impossible to naturalize the crossing of cultures in the school space.