Epistemological and methodological foundations for intercultural Higher Education

Detalhes bibliográficos
Autor(a) principal: Soares, Marisa
Data de Publicação: 2018
Tipo de documento: Artigo
Idioma: por
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/10997
Resumo: This research of bibliographical nature analyzes some epistemological and methodological foundations with the objective of understanding their contributions to the realization of an intercultural education. The qualitative methodology is used with the documentary analysis resource and the technical procedure of triangulation of data collected from the following sources: Laws and Decrees of Higher Education (BRASIL, 2010, 2014), statistical data and indexes from INEP/MEC, UNESCO, scientific journals, among others. The analysis is based on the different theoretical models of interculturality of Boaventura Sousa Santos and Catherine Walsh. It is concluded that the new epistemological and methodological foundations in Higher Education allow opportunities for social and ethnic-racial inclusion, which can contribute to the reduction of inequalities and discriminations, with a view to equitable opportunities in the various spheres of social relations.   Keywords: Higher Education. Intercultural education. Ecology of knowledge.
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spelling Epistemological and methodological foundations for intercultural Higher EducationBases epistemológicas y metodológicas para una Educación Superior interculturalBases epistemológicas e metodológicas para uma Educação Superior interculturalThis research of bibliographical nature analyzes some epistemological and methodological foundations with the objective of understanding their contributions to the realization of an intercultural education. The qualitative methodology is used with the documentary analysis resource and the technical procedure of triangulation of data collected from the following sources: Laws and Decrees of Higher Education (BRASIL, 2010, 2014), statistical data and indexes from INEP/MEC, UNESCO, scientific journals, among others. The analysis is based on the different theoretical models of interculturality of Boaventura Sousa Santos and Catherine Walsh. It is concluded that the new epistemological and methodological foundations in Higher Education allow opportunities for social and ethnic-racial inclusion, which can contribute to the reduction of inequalities and discriminations, with a view to equitable opportunities in the various spheres of social relations.   Keywords: Higher Education. Intercultural education. Ecology of knowledge.Esta investigación de naturaleza bibliográfica analiza algunas bases epistemológicas y metodológicas con el objetivo de comprender sus contribuciones para la realización de una educación intercultural. Se utiliza la metodología cualitativa con el recurso de análisis documental y procedimiento técnico de triangulación de los datos recogidos de las siguientes fuentes: Leyes y Decretos de la Educación Superior (BRASIL, 2010, 2014), datos e índices estadísticos del INEP/MEC, UNESCO, revistas científicas, entre otras. El análisis se basa en los diferentes modelos teóricos de interculturalidad de Boaventura Sousa Santos y Catherine Walsh. Se concluye que las nuevas bases epistemológicas y metodológicas en la Educación Superior brindan oportunidades a la inclusión social y étnico-racial, las cuales pueden contribuir en la reducción de desigualdades y discriminaciones, con miras a la equidad de oportunidades en las diversas esferas de relaciones en sociedad.   Palabras clave: Educación Superior. Educación intercultural. Ecología de saberes.Esta pesquisa de natureza bibliográfica analisa algumas bases epistemológicas e metodológicas com o objetivo de compreender suas contribuições para a realização de uma educação intercultural. Utiliza-se a metodologia qualitativa com o recurso da análise documental e procedimento técnico de triangulação dos dados coletados das seguintes fontes: Leis e Decretos da Educação Superior (BRASIL, 2010, 2014), dados e índices estatísticos do INEP/MEC, UNESCO, revistas científicas, entre outras. A análise é fundamentada nos diferentes modelos teóricos de interculturalidade de Boaventura Sousa Santos e Catherine Walsh. Conclui-se que as novas bases epistemológicas e metodológicas na Educação Superior oportunizam a inclusão social e étnico-racial, as quais podem contribuir na redução de desigualdades e discriminações, com vistas à equidade de oportunidades nas diversas esferas de relações em sociedade.   Palavras-chave: Educação Superior. Educação intercultural. Ecologia de saberes.Universidade Estadual de Ponta Grossa2018-05-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1099710.5212/PraxEduc.v.13i3.0002Práxis Educativa; Vol. 13 No. 3 (2018); 661-674Práxis Educativa; Vol. 13 Núm. 3 (2018); 661-674Práxis Educativa; V. 13 N. 3 (2018); 661-674Práxis Educativa; v. 13 n. 3 (2018); 661-6741809-43091809-403110.5212/PraxEduc.v.13i3reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/10997/209209210238https://revistas.uepg.br/index.php/praxiseducativa/article/view/10997/209209213129Copyright (c) 2018 Práxis Educativainfo:eu-repo/semantics/openAccessSoares, Marisa2020-04-15T18:42:33Zoai:uepg.br:article/10997Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2020-04-15T18:42:33Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Epistemological and methodological foundations for intercultural Higher Education
Bases epistemológicas y metodológicas para una Educación Superior intercultural
Bases epistemológicas e metodológicas para uma Educação Superior intercultural
title Epistemological and methodological foundations for intercultural Higher Education
spellingShingle Epistemological and methodological foundations for intercultural Higher Education
Soares, Marisa
title_short Epistemological and methodological foundations for intercultural Higher Education
title_full Epistemological and methodological foundations for intercultural Higher Education
title_fullStr Epistemological and methodological foundations for intercultural Higher Education
title_full_unstemmed Epistemological and methodological foundations for intercultural Higher Education
title_sort Epistemological and methodological foundations for intercultural Higher Education
author Soares, Marisa
author_facet Soares, Marisa
author_role author
dc.contributor.author.fl_str_mv Soares, Marisa
description This research of bibliographical nature analyzes some epistemological and methodological foundations with the objective of understanding their contributions to the realization of an intercultural education. The qualitative methodology is used with the documentary analysis resource and the technical procedure of triangulation of data collected from the following sources: Laws and Decrees of Higher Education (BRASIL, 2010, 2014), statistical data and indexes from INEP/MEC, UNESCO, scientific journals, among others. The analysis is based on the different theoretical models of interculturality of Boaventura Sousa Santos and Catherine Walsh. It is concluded that the new epistemological and methodological foundations in Higher Education allow opportunities for social and ethnic-racial inclusion, which can contribute to the reduction of inequalities and discriminations, with a view to equitable opportunities in the various spheres of social relations.   Keywords: Higher Education. Intercultural education. Ecology of knowledge.
publishDate 2018
dc.date.none.fl_str_mv 2018-05-10
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/10997
10.5212/PraxEduc.v.13i3.0002
url https://revistas.uepg.br/index.php/praxiseducativa/article/view/10997
identifier_str_mv 10.5212/PraxEduc.v.13i3.0002
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/10997/209209210238
https://revistas.uepg.br/index.php/praxiseducativa/article/view/10997/209209213129
dc.rights.driver.fl_str_mv Copyright (c) 2018 Práxis Educativa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Práxis Educativa
eu_rights_str_mv openAccess
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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. 13 No. 3 (2018); 661-674
Práxis Educativa; Vol. 13 Núm. 3 (2018); 661-674
Práxis Educativa; V. 13 N. 3 (2018); 661-674
Práxis Educativa; v. 13 n. 3 (2018); 661-674
1809-4309
1809-4031
10.5212/PraxEduc.v.13i3
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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