Teacher training in a decolonial perspective: the encounter with a master's research

• Autor(a) principal: Freitas, Tiago Morais de
• Data de Publicação: 2022
• Outros Autores: Castro, Francisco Mirtiel Frankson Moura
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Ensino em Perspectivas
• Texto Completo: https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/9122
• topic: Formação docente; Pedagogia decolonial; Pós-graduação em Educação; Teacher Training; Decolonial Pedagogy; Post-graduation in Education

We are aware that the curriculum encompasses different formative perspectives that imbricate power and knowledge relations. This article intends, produced in 2022, to present a trajectory of teacher education in pedagogy from a decolonial perspective and the encounter with an object of study of a master's degree, in which the focus is cultural diversity in teacher education. Methodologically, of qualitative approach (YIN, 2016), systematizes a bibliographic review on the subject, and has the Experience Report (RE) (FREITAS MUSSI; FLORES; ALMEIDA, 2021) as a research method. To this end, we discuss the relationship between coloniality, education, and teacher training. And then, we present the experience of the encounter with the object of study now under investigation in the academic master's program in education at Ceará State University. We conclude that cultural diversity is an issue dear to education, given the plurality that constitutes our society in terms of race, gender, and class, and this is reflected in our social and educational practices.