State of knowledge: contributions to the development of intercultural continuing education for teachers
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Data de Publicação: | 2024 |
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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/22857 |
Resumo: | This study presents the results of a research that analyzed 87 abstracts of articles published on the SciELO Platform between the 2010 and 2023. The research, with a qualitative approach, drawn from Amado (2014), was configured as a bibliographic study of the state of knowledge type. The objective was to investigate the development of intercultural continuing education for teachers, based on the identification of categories (ethnic-racial, gender, language, religion, disability, generation and others), which are the foundations for the conceptualization of intercultural education, as advocated by Candau (2011) and Fleuri (2022). Through data analysis, greater conceptual deepening is suggested regarding the founding categories in the intercultural perspective, with a view to developing public policies for the initial and continued training of teachers not only in Brazil, but also across Latin America, permeated by the encounter/disencounter/recognition of the “truths” told and taught throughout history, which must be questioned and rewritten collaboratively with those who have been silenced for so long. Keywords: Teacher training. Critical intercultural perspective. Difference. |
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State of knowledge: contributions to the development of intercultural continuing education for teachersEstado del conocimiento: aportes al desarrollo de la formación continua intercultural de docentesEstado do conhecimento: contributos para o desenvolvimento da formação continuada intercultural de professores/asThis study presents the results of a research that analyzed 87 abstracts of articles published on the SciELO Platform between the 2010 and 2023. The research, with a qualitative approach, drawn from Amado (2014), was configured as a bibliographic study of the state of knowledge type. The objective was to investigate the development of intercultural continuing education for teachers, based on the identification of categories (ethnic-racial, gender, language, religion, disability, generation and others), which are the foundations for the conceptualization of intercultural education, as advocated by Candau (2011) and Fleuri (2022). Through data analysis, greater conceptual deepening is suggested regarding the founding categories in the intercultural perspective, with a view to developing public policies for the initial and continued training of teachers not only in Brazil, but also across Latin America, permeated by the encounter/disencounter/recognition of the “truths” told and taught throughout history, which must be questioned and rewritten collaboratively with those who have been silenced for so long. Keywords: Teacher training. Critical intercultural perspective. Difference.Este estudio presenta los resultados de una investigación que analizó 87 resúmenes de artículos publicados en la Plataforma SciELO, entre los años 2010 y 2023. La investigación, con un enfoque cualitativo, fundamentada en Amado (2014), se configuró como un estudio bibliográfico del tipo estado de conocimiento. El objetivo fue investigar el desarrollo de la formación continua intercultural para profesores/as, a partir de la identificación de categorías (étnico-racial, género, lengua, religión, discapacidad, generación y otras), bases para la conceptualización de una educación intercultural, tal como defendida por Candau (2011) y Fleuri (2022). Por el análisis de los datos, se sugiere una mayor profundización conceptual sobre las categorías fundadoras de la perspectiva intercultural, teniendo en cuenta la elaboración de políticas públicas para la formación inicial y continua de profesores/as en Brasil y en América Latina, permeada por el encuentro/desajuste/reconocimiento de las “verdades” contadas y enseñadas a lo largo de la historia, que deben ser cuestionadas y reescritas en conjunto con aquellos que han sido silenciados durante tanto tiempo. Palabras clave: Formación de profesores/as. Intercultural crítica. Diferencia.Este estudo apresenta os resultados de uma pesquisa que analisou 87 resumos de artigos publicados na Plataforma SciELO, entre os anos de 2010 e 2023. A pesquisa, de abordagem qualitativa, fundamentada em Amado (2014), configurou-se como estudo de caráter bibliográfico do tipo estado do conhecimento. Objetivou-se investigar o desenvolvimento da formação continuada intercultural de professores/as, a partir da identificação das categorias (étnico-racial, gênero, língua, religião, deficiência, geração e outros), fundantes para a conceitualização de uma educação intercultural, tal qual defendida por Candau (2011) e Fleuri (2022). Pela análise dos dados, sugere-se maior aprofundamento conceitual acerca das categorias fundantes na perspectiva intercultural, tendo em vista a elaboração de políticas públicas para a formação inicial e continuada de professores/as, não somente no Brasil, mas também em toda a América Latina, permeada pelo encontro/desencontro/reconhecimento das “verdades” contadas e ensinadas ao longo da história, as quais devem ser questionadas e reescritas em conjunto com aqueles que por tanto tempo foram silenciados. Palavras-chave: Formação de professores/as. Perspectiva intercultural crítica. Diferença.Universidade Estadual de Ponta Grossa2024-04-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/2285710.5212/PraxEduc.v.19.22857.017Práxis Educativa; Vol. 19 (2024): Publicação contínua; 1-24Práxis Educativa; Vol. 19 (2024): Publicação contínua; 1-24Práxis Educativa; V. 19 (2024): Publicação contínua; 1-24Práxis Educativa; v. 19 (2024): Publicação contínua; 1-241809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/22857/209209218458Copyright (c) 2024 Práxis Educativahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessGuesser, Silvia Zimmermann PereiraHobold, Márcia de Souza2024-04-10T14:25:00Zoai:uepg.br:article/22857Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2024-04-10T14:25Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.none.fl_str_mv |
State of knowledge: contributions to the development of intercultural continuing education for teachers Estado del conocimiento: aportes al desarrollo de la formación continua intercultural de docentes Estado do conhecimento: contributos para o desenvolvimento da formação continuada intercultural de professores/as |
title |
State of knowledge: contributions to the development of intercultural continuing education for teachers |
spellingShingle |
State of knowledge: contributions to the development of intercultural continuing education for teachers Guesser, Silvia Zimmermann Pereira |
title_short |
State of knowledge: contributions to the development of intercultural continuing education for teachers |
title_full |
State of knowledge: contributions to the development of intercultural continuing education for teachers |
title_fullStr |
State of knowledge: contributions to the development of intercultural continuing education for teachers |
title_full_unstemmed |
State of knowledge: contributions to the development of intercultural continuing education for teachers |
title_sort |
State of knowledge: contributions to the development of intercultural continuing education for teachers |
author |
Guesser, Silvia Zimmermann Pereira |
author_facet |
Guesser, Silvia Zimmermann Pereira Hobold, Márcia de Souza |
author_role |
author |
author2 |
Hobold, Márcia de Souza |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Guesser, Silvia Zimmermann Pereira Hobold, Márcia de Souza |
description |
This study presents the results of a research that analyzed 87 abstracts of articles published on the SciELO Platform between the 2010 and 2023. The research, with a qualitative approach, drawn from Amado (2014), was configured as a bibliographic study of the state of knowledge type. The objective was to investigate the development of intercultural continuing education for teachers, based on the identification of categories (ethnic-racial, gender, language, religion, disability, generation and others), which are the foundations for the conceptualization of intercultural education, as advocated by Candau (2011) and Fleuri (2022). Through data analysis, greater conceptual deepening is suggested regarding the founding categories in the intercultural perspective, with a view to developing public policies for the initial and continued training of teachers not only in Brazil, but also across Latin America, permeated by the encounter/disencounter/recognition of the “truths” told and taught throughout history, which must be questioned and rewritten collaboratively with those who have been silenced for so long. Keywords: Teacher training. Critical intercultural perspective. Difference. |
publishDate |
2024 |
dc.date.none.fl_str_mv |
2024-04-10 |
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/22857 10.5212/PraxEduc.v.19.22857.017 |
url |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/22857 |
identifier_str_mv |
10.5212/PraxEduc.v.19.22857.017 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/praxiseducativa/article/view/22857/209209218458 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2024 Práxis Educativa https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2024 Práxis Educativa 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 |
Universidade Estadual de Ponta Grossa |
publisher.none.fl_str_mv |
Universidade Estadual de Ponta Grossa |
dc.source.none.fl_str_mv |
Práxis Educativa; Vol. 19 (2024): Publicação contínua; 1-24 Práxis Educativa; Vol. 19 (2024): Publicação contínua; 1-24 Práxis Educativa; V. 19 (2024): Publicação contínua; 1-24 Práxis Educativa; v. 19 (2024): Publicação contínua; 1-24 1809-4309 1809-4031 reponame:Práxis Educativa (Online) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
instname_str |
Universidade Estadual de Ponta Grossa (UEPG) |
instacron_str |
UEPG |
institution |
UEPG |
reponame_str |
Práxis Educativa (Online) |
collection |
Práxis Educativa (Online) |
repository.name.fl_str_mv |
Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
repository.mail.fl_str_mv |
praxiseducativa@uepg.br||praxiseducativa@uepg.br |
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