Políticas educacionais da diversidade : narrativas de experiências dos docentes-ativistas por uma pedagogia do multiculturalismo
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/3987 |
Resumo: | This thesis is part of the research line School Organization, Training and Pedagogical Practices of the Graduate Program in Education at the Federal University of Mato Grosso which has as its central question: How do the activists-teachers perceive their experiences in view of the constitution of political guidelines diversity and how do they present themselves in the context of the struggle for social justice? This thesis is characterized, methodologically, by a qualitative approach, with a focus on narrative research based on Clandinin and Connelly (2015), who defend narrative research as a method and phenomenon, based on Dewey (1979) based on the concept of experiences on education. The research involved nine activist teachers. For the composition of field texts that were used: autobiographical writing, photographs, official narratives, conversations and in- depth narrative interviews. The general objective is: To understand the experiences of the activist-teachers in the constitution of educational policies of diversities in the education systems of Mato Grosso. The composition of the senses took place through the intertwining of three great narratives: the First Narrative, called the Autobiographical Narrative, the Second Narrative constituted by the official narratives and the Third Narrative by the reports of the teacher-activists, organized in three axes of analysis: Personal experiences and professionals with diversity; Learning and meanings for performance, Training in and for diversity. The reflections were based on, Bauman (1997), Fanon (1975), Gadamer (1998), Hall (2015), Day (2001), Garcia (1999), Moore (2007), Nascimento (1996; 1999; 2007; 2010), Zeichner (2010); Santos (2003; 2006; 2013; 2018), Nogueira (2007), Castles and Miller (2004), Calloni (2002), Maar (1994), Canen; Oliveira (2002), Craveiros; Medeiros (2013), Munanga (1995), among others. The results of the analyzes show that the teaching-activists have been supporting practical fields of epistemo-political action, which constitute their own curricular and didactic- pedagogical procedures, with their identity praxis, matured, experienced and experienced in the daily life of quilombola education. This epistemo-policy, of the teachers-activist in the context of diversities, builds a praxis-educator a critical pedagogy, which in addition to teaching-learning, is anchored in principles aimed at the pursuit of social justice, based on a political-educational practice resignified by multicultural heritage, for the uniqueness and affirmation of identity. Finally, they show us that there is an educational praxis constituted amid the conflicting contextuality of educational policies of diversity that can be characterized by a pedagogy of multuculturalism. |
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Políticas educacionais da diversidade : narrativas de experiências dos docentes-ativistas por uma pedagogia do multiculturalismoPolíticas educacionaisDiversidadesPesquisa narrativaFormação docenteCNPQ::CIENCIAS HUMANAS::EDUCACAOEducational policiesDiversitiesNarrative researchTeacher trainingThis thesis is part of the research line School Organization, Training and Pedagogical Practices of the Graduate Program in Education at the Federal University of Mato Grosso which has as its central question: How do the activists-teachers perceive their experiences in view of the constitution of political guidelines diversity and how do they present themselves in the context of the struggle for social justice? This thesis is characterized, methodologically, by a qualitative approach, with a focus on narrative research based on Clandinin and Connelly (2015), who defend narrative research as a method and phenomenon, based on Dewey (1979) based on the concept of experiences on education. The research involved nine activist teachers. For the composition of field texts that were used: autobiographical writing, photographs, official narratives, conversations and in- depth narrative interviews. The general objective is: To understand the experiences of the activist-teachers in the constitution of educational policies of diversities in the education systems of Mato Grosso. The composition of the senses took place through the intertwining of three great narratives: the First Narrative, called the Autobiographical Narrative, the Second Narrative constituted by the official narratives and the Third Narrative by the reports of the teacher-activists, organized in three axes of analysis: Personal experiences and professionals with diversity; Learning and meanings for performance, Training in and for diversity. The reflections were based on, Bauman (1997), Fanon (1975), Gadamer (1998), Hall (2015), Day (2001), Garcia (1999), Moore (2007), Nascimento (1996; 1999; 2007; 2010), Zeichner (2010); Santos (2003; 2006; 2013; 2018), Nogueira (2007), Castles and Miller (2004), Calloni (2002), Maar (1994), Canen; Oliveira (2002), Craveiros; Medeiros (2013), Munanga (1995), among others. The results of the analyzes show that the teaching-activists have been supporting practical fields of epistemo-political action, which constitute their own curricular and didactic- pedagogical procedures, with their identity praxis, matured, experienced and experienced in the daily life of quilombola education. This epistemo-policy, of the teachers-activist in the context of diversities, builds a praxis-educator a critical pedagogy, which in addition to teaching-learning, is anchored in principles aimed at the pursuit of social justice, based on a political-educational practice resignified by multicultural heritage, for the uniqueness and affirmation of identity. Finally, they show us that there is an educational praxis constituted amid the conflicting contextuality of educational policies of diversity that can be characterized by a pedagogy of multuculturalism.Esta tese faz parte da linha de pesquisa Organização Escolar, Formação e Práticas Pedagógicas do Programa de Pós-Graduação em Educação da Universidade Federal de Mato Grosso que tem como questão central: Como os docentes-ativistas percebem suas experiências frente a constituição das diretrizes políticas educacionais das diversidades e como estas apresentam-se no contexto de luta por justiça social? Esta tese se caracteriza, metodologicamente, por uma abordagem qualitativa, com enfoque na pesquisa narrativa fundamentada em Clandinin e Connelly (2015) que defendem a pesquisa narrativa como método e fenômeno e se pautam em Dewey (1979) a partir do conceito de experiências na educação. A pesquisa contou com a participação de nove docentes-ativistas. Para a composição dos textos de campo, foram utilizados: escrita autobiográfica, fotografias, narrativas-oficiais, conversas e entrevistas narrativas em profundidade. O objetivo geral é: Compreender as experiências dos docentes-ativistas na constituição de políticas educacionais das diversidades nos sistemas de ensino de Mato Grosso. A composição dos sentidos se deu pelo entrelaçamento de três grandes narrativas: a Primeira Narrativa, denominada de Narrativa Autobiográfica, a Segunda Narrativa constituída pelas narrativas-oficiais e a Terceira Narrativa pelos relatos dos docentes-ativistas, organizados em três eixos de análises: Experiências pessoais e profissionais com a diversidade; Aprendizagens e significações para atuação, Formação na e para a diversidade. As reflexões fundamentaram-seem, Ferrarotti (2014), Bauman (1997), Fanon (1975), Gadamer (1998), Hall (2015), Day (2001), Garcia (1999), Moore (2007), Nascimento (1996; 1999; 2007; 2010), Zeichner (2010); Santos (2003; 2006; 2013; 2018), Nogueira (2007), Castles e Miller (2004), Calloni ( 2002), Canen e Oliveira (2002), Craveiros e Medeiros (2013), Munanga (1995), Serres(2003), dentre outros. Os resultados das análises demonstram que os docentes-ativistas vêm fundamentando campos práticos de atuação epistemo-políticos, que se constituem em procedimentos curriculares e didático- pedagogicos próprios, com suas práxis identitárias, amadurecidas, experienciadas e vivenciadas no cotidiano da educação quilombola. Esta epistemo-política, dos docentes- ativista no contexto da diversidades constrói uma práxis-educadora uma pedagogia crítica, que além de ensino-aprendizagem, está ancorada em princípios voltados a busca da justiça social, a partir de um fazer político-educacional ressignificado pela herança multicultural, pela singularidade e afirmação dos processos identitários. Enfim, nos mostram que existe uma práxis educativa constituída em meio a contextualidade conflitiva das políticas educacionais da diversidade que pode ser caracterizada por uma pedagogia do multuculturalismo.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoMonteiro, Filomena Maria de Arrudahttp://lattes.cnpq.br/7969849041476435Monteiro, Filomena Maria de Arruda459.585.131-68http://lattes.cnpq.br/7969849041476435Santos, Sérgio Pereira dos031.716.277-30http://lattes.cnpq.br/9044437804351118459.585.131-68Kapitango-A-Samba, Kilwangy Kya227.974.058-38http://lattes.cnpq.br/6952349205800043Costa, Candida Soares da229.417.031-87http://lattes.cnpq.br/4333588038026474Gonçalves, Marlene284.513.921-72http://lattes.cnpq.br/1535003451356823Moreira, Lineuza Leite705.020.991-00http://lattes.cnpq.br/9780621341966101Caetano, Carlos Alberto2023-04-06T14:45:29Z2020-10-212023-04-06T14:45:29Z2020-06-26info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisCAETANO, Carlos Alberto. Políticas educacionais da diversidade: narrativas de experiências dos docentes-ativistas por uma pedagogia do multiculturalismo. 2020. 302 f. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2020.http://ri.ufmt.br/handle/1/3987porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2023-04-14T07:01:27Zoai:localhost:1/3987Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2023-04-14T07:01:27Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Políticas educacionais da diversidade : narrativas de experiências dos docentes-ativistas por uma pedagogia do multiculturalismo |
title |
Políticas educacionais da diversidade : narrativas de experiências dos docentes-ativistas por uma pedagogia do multiculturalismo |
spellingShingle |
Políticas educacionais da diversidade : narrativas de experiências dos docentes-ativistas por uma pedagogia do multiculturalismo Caetano, Carlos Alberto Políticas educacionais Diversidades Pesquisa narrativa Formação docente CNPQ::CIENCIAS HUMANAS::EDUCACAO Educational policies Diversities Narrative research Teacher training |
title_short |
Políticas educacionais da diversidade : narrativas de experiências dos docentes-ativistas por uma pedagogia do multiculturalismo |
title_full |
Políticas educacionais da diversidade : narrativas de experiências dos docentes-ativistas por uma pedagogia do multiculturalismo |
title_fullStr |
Políticas educacionais da diversidade : narrativas de experiências dos docentes-ativistas por uma pedagogia do multiculturalismo |
title_full_unstemmed |
Políticas educacionais da diversidade : narrativas de experiências dos docentes-ativistas por uma pedagogia do multiculturalismo |
title_sort |
Políticas educacionais da diversidade : narrativas de experiências dos docentes-ativistas por uma pedagogia do multiculturalismo |
author |
Caetano, Carlos Alberto |
author_facet |
Caetano, Carlos Alberto |
author_role |
author |
dc.contributor.none.fl_str_mv |
Monteiro, Filomena Maria de Arruda http://lattes.cnpq.br/7969849041476435 Monteiro, Filomena Maria de Arruda 459.585.131-68 http://lattes.cnpq.br/7969849041476435 Santos, Sérgio Pereira dos 031.716.277-30 http://lattes.cnpq.br/9044437804351118 459.585.131-68 Kapitango-A-Samba, Kilwangy Kya 227.974.058-38 http://lattes.cnpq.br/6952349205800043 Costa, Candida Soares da 229.417.031-87 http://lattes.cnpq.br/4333588038026474 Gonçalves, Marlene 284.513.921-72 http://lattes.cnpq.br/1535003451356823 Moreira, Lineuza Leite 705.020.991-00 http://lattes.cnpq.br/9780621341966101 |
dc.contributor.author.fl_str_mv |
Caetano, Carlos Alberto |
dc.subject.por.fl_str_mv |
Políticas educacionais Diversidades Pesquisa narrativa Formação docente CNPQ::CIENCIAS HUMANAS::EDUCACAO Educational policies Diversities Narrative research Teacher training |
topic |
Políticas educacionais Diversidades Pesquisa narrativa Formação docente CNPQ::CIENCIAS HUMANAS::EDUCACAO Educational policies Diversities Narrative research Teacher training |
description |
This thesis is part of the research line School Organization, Training and Pedagogical Practices of the Graduate Program in Education at the Federal University of Mato Grosso which has as its central question: How do the activists-teachers perceive their experiences in view of the constitution of political guidelines diversity and how do they present themselves in the context of the struggle for social justice? This thesis is characterized, methodologically, by a qualitative approach, with a focus on narrative research based on Clandinin and Connelly (2015), who defend narrative research as a method and phenomenon, based on Dewey (1979) based on the concept of experiences on education. The research involved nine activist teachers. For the composition of field texts that were used: autobiographical writing, photographs, official narratives, conversations and in- depth narrative interviews. The general objective is: To understand the experiences of the activist-teachers in the constitution of educational policies of diversities in the education systems of Mato Grosso. The composition of the senses took place through the intertwining of three great narratives: the First Narrative, called the Autobiographical Narrative, the Second Narrative constituted by the official narratives and the Third Narrative by the reports of the teacher-activists, organized in three axes of analysis: Personal experiences and professionals with diversity; Learning and meanings for performance, Training in and for diversity. The reflections were based on, Bauman (1997), Fanon (1975), Gadamer (1998), Hall (2015), Day (2001), Garcia (1999), Moore (2007), Nascimento (1996; 1999; 2007; 2010), Zeichner (2010); Santos (2003; 2006; 2013; 2018), Nogueira (2007), Castles and Miller (2004), Calloni (2002), Maar (1994), Canen; Oliveira (2002), Craveiros; Medeiros (2013), Munanga (1995), among others. The results of the analyzes show that the teaching-activists have been supporting practical fields of epistemo-political action, which constitute their own curricular and didactic- pedagogical procedures, with their identity praxis, matured, experienced and experienced in the daily life of quilombola education. This epistemo-policy, of the teachers-activist in the context of diversities, builds a praxis-educator a critical pedagogy, which in addition to teaching-learning, is anchored in principles aimed at the pursuit of social justice, based on a political-educational practice resignified by multicultural heritage, for the uniqueness and affirmation of identity. Finally, they show us that there is an educational praxis constituted amid the conflicting contextuality of educational policies of diversity that can be characterized by a pedagogy of multuculturalism. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-10-21 2020-06-26 2023-04-06T14:45:29Z 2023-04-06T14:45:29Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
CAETANO, Carlos Alberto. Políticas educacionais da diversidade: narrativas de experiências dos docentes-ativistas por uma pedagogia do multiculturalismo. 2020. 302 f. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2020. http://ri.ufmt.br/handle/1/3987 |
identifier_str_mv |
CAETANO, Carlos Alberto. Políticas educacionais da diversidade: narrativas de experiências dos docentes-ativistas por uma pedagogia do multiculturalismo. 2020. 302 f. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2020. |
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http://ri.ufmt.br/handle/1/3987 |
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openAccess |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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