THE CURRICULUM SPEECH AND THE PRETAGOGIA METHODOLOGICAL PROPOSAL
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Inter-ação (Goiânia. Online) |
Texto Completo: | https://revistas.ufg.br/interacao/article/view/67934 |
Resumo: | In general, curriculum theories are minded in justifying the choice of some determined knowledge over others detriments in the teaching-learning processes. Traditional curricular proposals start from a perspective of rationalization of education committed to the hegemonization of social discourses and practices. This article was built in the research process related to epistemological and methodological ruptures at the heart of the curriculum discourse. With this in mind, we are looking for afrocentric and/or decolonial references. Thus, we are faced with the proposal of pretogogy elaborated by Professor Sandra Petit. The prategogy she presented suggests a teacher training within the quilombos, promoting a holistic experience, different from other trainings that take place in conventional spaces and with Eurocentric contents. We argue that a curriculum compromised with the respecting ethnic and racial identities, should avoid totalizing and conservative discourses. In this sense, we built a proposal that breaks with the systemic curricular pattern: the blackening of symbols, the pretagógica practices far from being a mere exchange of contents, allows to expand the curricular horizons for the invisible, for the not considered in relation to the knowledge and cultural values of the black people. KEYWORDS: Discourse. Curriculum. Pretagogia. Blackening of Symbols. |
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THE CURRICULUM SPEECH AND THE PRETAGOGIA METHODOLOGICAL PROPOSALEL DISCURSO CURRICULAR Y LA PROPUESTA METODOLÓGICA PRETAGOGÍAO DISCURSO DO CURRÍCULO E A PROPOSTA METODOLÓGICA DA PRETAGOGIAIn general, curriculum theories are minded in justifying the choice of some determined knowledge over others detriments in the teaching-learning processes. Traditional curricular proposals start from a perspective of rationalization of education committed to the hegemonization of social discourses and practices. This article was built in the research process related to epistemological and methodological ruptures at the heart of the curriculum discourse. With this in mind, we are looking for afrocentric and/or decolonial references. Thus, we are faced with the proposal of pretogogy elaborated by Professor Sandra Petit. The prategogy she presented suggests a teacher training within the quilombos, promoting a holistic experience, different from other trainings that take place in conventional spaces and with Eurocentric contents. We argue that a curriculum compromised with the respecting ethnic and racial identities, should avoid totalizing and conservative discourses. In this sense, we built a proposal that breaks with the systemic curricular pattern: the blackening of symbols, the pretagógica practices far from being a mere exchange of contents, allows to expand the curricular horizons for the invisible, for the not considered in relation to the knowledge and cultural values of the black people. KEYWORDS: Discourse. Curriculum. Pretagogia. Blackening of Symbols.En general, las teorías curriculares se preocupan por justificar la elección de ciertos conocimientos sobre otros para los procesos de enseñanza-aprendizaje. Las propuestas curriculares tradicionales parten de una perspectiva de racionalización de la educación comprometida con la hegemonización de los discursos y prácticas sociales. Este artículo se construyó en el proceso de investigación relacionado con las rupturas epistemológicas y metodológicas en el corazón del discurso curricular. Con esto en mente, buscamos referencias afrocéntricas y / o decoloniales. Así, nos encontramos ante la propuesta de pretogogía elaborada por la profesora Sandra Petit. La prategogía que presentó sugiere una formación docente dentro de los quilombos, promoviendo una experiencia holística, diferente a otras formaciones que se desarrollan en espacios convencionales y con contenidos eurocéntricos. Argumentamos que un currículo comprometido con el respeto de las identidades étnicas y raciales debe evitar los discursos totalizadores y conservadores. En este sentido, construimos una propuesta que rompe con el patrón curricular sistémico: el ennegrecimiento de los símbolos, las prácticas pretagógicas lejos de ser un mero intercambio de contenidos, permite ampliar los horizontes curriculares para lo invisible, para lo no considerado en relación a conocimiento y valores culturales de los negros. PALABRAS CLAVE: Discurso. Reanudar. Pretagogia. Ennegrecimiento de los Símbolos. De modo geral, as teorias do currículo ocupam-se em justificar a escolha de determinados conhecimentos em detrimento de outros para os processos de ensino-aprendizagem. Propostas curriculares tradicionais partem de uma perspectiva de racionalização da educação comprometida com a hegemonização de discursos e práticas sociais. Este artigo foi construído no processo de pesquisa relacionada a rupturas epistemológicas e metodológicas no que concerne ao discurso dos currículos. Neste intuito, buscamos referências afrocentricas e ou decoloniais. Assim, nos deparamos com a proposta da pretagogia, elaborada pela professora Sandra Petit. A pretagogia por ela apresentada sugere uma formação de professores dentro dos quilombos, promovendo uma experiência holística, diferente de outras formações que acontecem em espaços convencionais e com conteúdos eurocêntricos. Argumentamos que um currículo compromissado com o respeito às identidades étnicas e raciais, deve evitar os discursos totalizantes e conservadores. Neste sentido, construímos uma proposta que rompe com o padrão curricular sistêmico: o enegrecimento dos símbolos, as práticas pretagógicas, longe de ser mera troca de conteúdos, permite ampliar os horizontes curriculares para o invisibilizado, para o não considerado em relação aos conhecimentos e valores culturais do povo negro. PALAVRAS-CHAVE: Discurso. Currículo. Pretagogia. Enegrecimento dos Símbolos.Faculdade de Educação (UFG)2022-04-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/xmlhttps://revistas.ufg.br/interacao/article/view/6793410.5216/ia.v47i1.67934Journal Inter-Ação; Vol. 47 No. 1 (2022); 324-340Revista Inter Ação; Vol. 47 Núm. 1 (2022); 324-340Revista Inter-Ação; v. 47 n. 1 (2022); 324-3401981-8416reponame:Inter-ação (Goiânia. Online)instname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/interacao/article/view/67934/38307https://revistas.ufg.br/interacao/article/view/67934/40850Copyright (c) 2022 Tulane Silva de Souza Pedrosa, Marcos Aurélio Dornelas da Silva, Emeline Apolonia de Melo Ferreira, Jevison Cesário Santa Cruzinfo:eu-repo/semantics/openAccessPedrosa, Tulane Silva de SouzaSilva, Marcos Aurélio Dornelas daFerreira, Emeline Apolonia de MeloCruz, Jevison Cesário Santa 2024-03-04T15:08:28Zoai:ojs.revistas.ufg.br:article/67934Revistahttps://revistas.ufg.br/index.php/interacaoPUBhttps://revistas.ufg.br/index.php/interacao/oai||revistainteracao@gmail.com1981-84160101-7136opendoar:2024-05-21T19:55:02.374215Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)true |
dc.title.none.fl_str_mv |
THE CURRICULUM SPEECH AND THE PRETAGOGIA METHODOLOGICAL PROPOSAL EL DISCURSO CURRICULAR Y LA PROPUESTA METODOLÓGICA PRETAGOGÍA O DISCURSO DO CURRÍCULO E A PROPOSTA METODOLÓGICA DA PRETAGOGIA |
title |
THE CURRICULUM SPEECH AND THE PRETAGOGIA METHODOLOGICAL PROPOSAL |
spellingShingle |
THE CURRICULUM SPEECH AND THE PRETAGOGIA METHODOLOGICAL PROPOSAL Pedrosa, Tulane Silva de Souza |
title_short |
THE CURRICULUM SPEECH AND THE PRETAGOGIA METHODOLOGICAL PROPOSAL |
title_full |
THE CURRICULUM SPEECH AND THE PRETAGOGIA METHODOLOGICAL PROPOSAL |
title_fullStr |
THE CURRICULUM SPEECH AND THE PRETAGOGIA METHODOLOGICAL PROPOSAL |
title_full_unstemmed |
THE CURRICULUM SPEECH AND THE PRETAGOGIA METHODOLOGICAL PROPOSAL |
title_sort |
THE CURRICULUM SPEECH AND THE PRETAGOGIA METHODOLOGICAL PROPOSAL |
author |
Pedrosa, Tulane Silva de Souza |
author_facet |
Pedrosa, Tulane Silva de Souza Silva, Marcos Aurélio Dornelas da Ferreira, Emeline Apolonia de Melo Cruz, Jevison Cesário Santa |
author_role |
author |
author2 |
Silva, Marcos Aurélio Dornelas da Ferreira, Emeline Apolonia de Melo Cruz, Jevison Cesário Santa |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Pedrosa, Tulane Silva de Souza Silva, Marcos Aurélio Dornelas da Ferreira, Emeline Apolonia de Melo Cruz, Jevison Cesário Santa |
description |
In general, curriculum theories are minded in justifying the choice of some determined knowledge over others detriments in the teaching-learning processes. Traditional curricular proposals start from a perspective of rationalization of education committed to the hegemonization of social discourses and practices. This article was built in the research process related to epistemological and methodological ruptures at the heart of the curriculum discourse. With this in mind, we are looking for afrocentric and/or decolonial references. Thus, we are faced with the proposal of pretogogy elaborated by Professor Sandra Petit. The prategogy she presented suggests a teacher training within the quilombos, promoting a holistic experience, different from other trainings that take place in conventional spaces and with Eurocentric contents. We argue that a curriculum compromised with the respecting ethnic and racial identities, should avoid totalizing and conservative discourses. In this sense, we built a proposal that breaks with the systemic curricular pattern: the blackening of symbols, the pretagógica practices far from being a mere exchange of contents, allows to expand the curricular horizons for the invisible, for the not considered in relation to the knowledge and cultural values of the black people. KEYWORDS: Discourse. Curriculum. Pretagogia. Blackening of Symbols. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-04-30 |
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.ufg.br/interacao/article/view/67934 10.5216/ia.v47i1.67934 |
url |
https://revistas.ufg.br/interacao/article/view/67934 |
identifier_str_mv |
10.5216/ia.v47i1.67934 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.ufg.br/interacao/article/view/67934/38307 https://revistas.ufg.br/interacao/article/view/67934/40850 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf text/xml |
dc.publisher.none.fl_str_mv |
Faculdade de Educação (UFG) |
publisher.none.fl_str_mv |
Faculdade de Educação (UFG) |
dc.source.none.fl_str_mv |
Journal Inter-Ação; Vol. 47 No. 1 (2022); 324-340 Revista Inter Ação; Vol. 47 Núm. 1 (2022); 324-340 Revista Inter-Ação; v. 47 n. 1 (2022); 324-340 1981-8416 reponame:Inter-ação (Goiânia. Online) instname:Universidade Federal de Goiás (UFG) instacron:UFG |
instname_str |
Universidade Federal de Goiás (UFG) |
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UFG |
institution |
UFG |
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Inter-ação (Goiânia. Online) |
collection |
Inter-ação (Goiânia. Online) |
repository.name.fl_str_mv |
Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
||revistainteracao@gmail.com |
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