The insurgency of black intellectuality in Pedagogy courses in Southern Brazil
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Data de Publicação: | 2022 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Práxis Educativa (Online) |
Texto Completo: | https://revistas.uepg.br/index.php/praxiseducativa/article/view/19364 |
Resumo: | This article presents a part of an investigation that assessed the processes of institutionalization of education on ethnic-racial relations in the Pedagogy courses at the Federal University of Rio Grande do Sul, the Federal University of Santa Catarina and the Federal University of Paraná, Brazil. For the study, it was opted for the content analysis of the Pedagogical Projects, Programs and Teaching Plans of the subjects and interviews with course professors, seeking to know the experiences of implementing Law no. 10.639/2003 and National Curriculum Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture. Theoretical and methodological lenses subsidized by epistemologies that stress the academic canon marked by colonialism, Eurocentrism and whiteness are presented, in order to produce a positioned, partial and localized knowledge. The study found the insurgency of a black intellectuality proposing epistemological changes in Pedagogy courses, especially through the proposition of mandatory curricular components from a racial perspective. Keywords: Black intellectuality. Education of ethnic-racial relations. Pedagogy courses. |
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The insurgency of black intellectuality in Pedagogy courses in Southern Brazil La insurgencia de la intelectualidad negra en cursos de Pedagogía en el Sur de BrasilA insurgência da intelectualidade negra em cursos de Pedagogia do Sul do BrasilThis article presents a part of an investigation that assessed the processes of institutionalization of education on ethnic-racial relations in the Pedagogy courses at the Federal University of Rio Grande do Sul, the Federal University of Santa Catarina and the Federal University of Paraná, Brazil. For the study, it was opted for the content analysis of the Pedagogical Projects, Programs and Teaching Plans of the subjects and interviews with course professors, seeking to know the experiences of implementing Law no. 10.639/2003 and National Curriculum Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture. Theoretical and methodological lenses subsidized by epistemologies that stress the academic canon marked by colonialism, Eurocentrism and whiteness are presented, in order to produce a positioned, partial and localized knowledge. The study found the insurgency of a black intellectuality proposing epistemological changes in Pedagogy courses, especially through the proposition of mandatory curricular components from a racial perspective. Keywords: Black intellectuality. Education of ethnic-racial relations. Pedagogy courses.Este artículo presenta un recorte de investigación que apreció los procesos de institucionalización de la educación de las relaciones étnico-raciales en los cursos de Pedagogía de la Universidad Federal de Rio Grande do Sul, de la Universidad Federal de Santa Catarina y de la Universidad Federal de Paraná. Para el estudio se optó por el análisis de contenido de los Proyectos Pedagógicos, de los Programas y de los Planes de Enseñanza de las asignaturas y entrevistas con docentes de los cursos, en busca de conocer las experiencias de implementación de la Ley No 10.639/2003 y de las Directrices Curriculares Nacionales para la Educación de Relaciones Étnico-Raciales y para la enseñanza de Historia y Cultura Afrobrasileña y Africana. Se presentan lentes teóricos y metodológicos subvencionados por epistemologías que tensionan el canon académico marcado por el colonialismo, el eurocentrismo y por la blancura, en el sentido de producir un conocimiento posicionado, parcial y localizado. El estudio constató la insurgencia de una intelectualidad negra proponiendo alteraciones epistemológicos en los cursos de Pedagogía, especialmente de la proposición de componentes curriculares obligatorios desde una perspectiva racial. Palabras clave: Intelectualidad negra. Educación de las relaciones étnico-raciales. Cursos de Pedagogía.Este artigo apresenta um recorte de pesquisa que apreciou os processos de institucionalização da educação das relações étnico-raciais nos cursos de Pedagogia da Universidade Federal do Rio Grande do Sul, da Universidade Federal de Santa Catarina e da Universidade Federal do Paraná. Para o estudo, optou-se pela análise de conteúdo dos Projetos Pedagógicos, dos Programas e dos Planos de Ensino das disciplinas e entrevistas com docentes dos cursos, em busca de conhecer as experiências de implementação da Lei No 10.639/2003 e das Diretrizes Curriculares Nacionais para a Educação das Relações Étnico-Raciais e para o Ensino de História e Cultura Afro-Brasileira e Africana. Apresentam-se lentes teóricas e metodológicas subsidiadas por epistemologias que tensionam o cânone acadêmico marcado pelo colonialismo, pelo eurocentrismo e pela branquitude, no sentido de produzir um conhecimento posicionado, parcial e localizado. O estudo constatou a insurgência de uma intelectualidade negra propondo alterações epistemológicas nos cursos de Pedagogia, sobretudo por meio da proposição de componentes curriculares obrigatórios de perspectiva racial. Palavras-chave: Intelectualidade negra. Educação das relações étnico-raciais. Cursos de Pedagogia.Universidade Estadual de Ponta Grossa2022-05-12info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1936410.5212/PraxEduc.v.17.19364.068Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-19Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-19Práxis Educativa; V. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-19Práxis Educativa; v. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-191809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/19364/209209216633https://revistas.uepg.br/index.php/praxiseducativa/article/view/19364/209209216750Copyright (c) 2022 Práxis Educativahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGaudio, Eduarda SouzaPassos, Joana Célia dos 2023-01-27T16:32:10Zoai:uepg.br:article/19364Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2023-01-27T16:32:10Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.none.fl_str_mv |
The insurgency of black intellectuality in Pedagogy courses in Southern Brazil La insurgencia de la intelectualidad negra en cursos de Pedagogía en el Sur de Brasil A insurgência da intelectualidade negra em cursos de Pedagogia do Sul do Brasil |
title |
The insurgency of black intellectuality in Pedagogy courses in Southern Brazil |
spellingShingle |
The insurgency of black intellectuality in Pedagogy courses in Southern Brazil Gaudio, Eduarda Souza |
title_short |
The insurgency of black intellectuality in Pedagogy courses in Southern Brazil |
title_full |
The insurgency of black intellectuality in Pedagogy courses in Southern Brazil |
title_fullStr |
The insurgency of black intellectuality in Pedagogy courses in Southern Brazil |
title_full_unstemmed |
The insurgency of black intellectuality in Pedagogy courses in Southern Brazil |
title_sort |
The insurgency of black intellectuality in Pedagogy courses in Southern Brazil |
author |
Gaudio, Eduarda Souza |
author_facet |
Gaudio, Eduarda Souza Passos, Joana Célia dos |
author_role |
author |
author2 |
Passos, Joana Célia dos |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Gaudio, Eduarda Souza Passos, Joana Célia dos |
description |
This article presents a part of an investigation that assessed the processes of institutionalization of education on ethnic-racial relations in the Pedagogy courses at the Federal University of Rio Grande do Sul, the Federal University of Santa Catarina and the Federal University of Paraná, Brazil. For the study, it was opted for the content analysis of the Pedagogical Projects, Programs and Teaching Plans of the subjects and interviews with course professors, seeking to know the experiences of implementing Law no. 10.639/2003 and National Curriculum Guidelines for the Education of Ethnic-Racial Relations and for the Teaching of Afro-Brazilian and African History and Culture. Theoretical and methodological lenses subsidized by epistemologies that stress the academic canon marked by colonialism, Eurocentrism and whiteness are presented, in order to produce a positioned, partial and localized knowledge. The study found the insurgency of a black intellectuality proposing epistemological changes in Pedagogy courses, especially through the proposition of mandatory curricular components from a racial perspective. Keywords: Black intellectuality. Education of ethnic-racial relations. Pedagogy courses. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-05-12 |
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://revistas.uepg.br/index.php/praxiseducativa/article/view/19364 10.5212/PraxEduc.v.17.19364.068 |
url |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/19364 |
identifier_str_mv |
10.5212/PraxEduc.v.17.19364.068 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/19364/209209216633 https://revistas.uepg.br/index.php/praxiseducativa/article/view/19364/209209216750 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2022 Práxis Educativa https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2022 Práxis Educativa https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/xml |
dc.publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
dc.source.none.fl_str_mv |
Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-19 Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-19 Práxis Educativa; V. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-19 Práxis Educativa; v. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-19 1809-4309 1809-4031 reponame:Práxis Educativa (Online) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
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Universidade Estadual de Ponta Grossa (UEPG) |
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UEPG |
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UEPG |
reponame_str |
Práxis Educativa (Online) |
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Práxis Educativa (Online) |
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Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
repository.mail.fl_str_mv |
praxiseducativa@uepg.br||praxiseducativa@uepg.br |
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