Intercultural education as a possibility of recognizing and valuing differences

Detalhes bibliográficos
Autor(a) principal: Tonet, Jairo José
Data de Publicação: 2023
Outros Autores: Rodrigues, Cíntia Régia, Meneghel, Stela Maria
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linguagens, Educação e Sociedade (Online)
Texto Completo: https://periodicos.ufpi.br/index.php/lingedusoc/article/view/3993
Resumo: Brazil is a country whose historical construction has been marked by the segregation and exclusion of different social groups who have been treated as inferior by a neocolonial perspective of a society that, being hegemonic and Eurocentric, denies basic rights to these groups, such as education. However, in recent decades, various identity groups, who have been fighting against the hierarchical patterns of these power relations, have brought various achievements in legislation regarding the recognition of their social rights. This article aims to deepen the debate on the issue of differences and diversity in education and on how they can be approached in educational environments from an inclusive perspective. Therefore, it analyzes the concepts of difference and diversity, in their multiple meanings and relationships with the construction of identities and categorization of differences. The article then looks back at the contributions of social movements to the recognition of diversities and differences in Brazilian society, as well as their contribution to advances in educational legislation. Next, by examining the presence of differences in the Brazilian educational structure, it argues about the critical intercultural perspective as a possibility to problematize inequality in current power relations, and it stimulates our questionings about educational paradigms that standardize bodies and minds and, therefore, offers conditions for inclusive education in permanent dialogue with diversity and valuing the alterity. An education based on the critical intercultural perspective demands breaking with the idea of looking at differences from a colonialized perspective, contributing to the construction of an effective socio-diversity.
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spelling Intercultural education as a possibility of recognizing and valuing differencesLa educación intercultural como posibilidad de reconocer y valorar las diferenciasEDUCAÇÃO INTERCULTURAL COMO POSSIBILIDADE DE RECONHECIMENTO E VALORIZAÇÃO DAS DIFERENÇASInclusão na EducaçãoDiferençasDiversidadeEducação InterculturalInclusión en la educaciónDiferenciasDiversidadEducación InterculturalInclusion in educationDifferencesDiversityIntercultural EducationBrazil is a country whose historical construction has been marked by the segregation and exclusion of different social groups who have been treated as inferior by a neocolonial perspective of a society that, being hegemonic and Eurocentric, denies basic rights to these groups, such as education. However, in recent decades, various identity groups, who have been fighting against the hierarchical patterns of these power relations, have brought various achievements in legislation regarding the recognition of their social rights. This article aims to deepen the debate on the issue of differences and diversity in education and on how they can be approached in educational environments from an inclusive perspective. Therefore, it analyzes the concepts of difference and diversity, in their multiple meanings and relationships with the construction of identities and categorization of differences. The article then looks back at the contributions of social movements to the recognition of diversities and differences in Brazilian society, as well as their contribution to advances in educational legislation. Next, by examining the presence of differences in the Brazilian educational structure, it argues about the critical intercultural perspective as a possibility to problematize inequality in current power relations, and it stimulates our questionings about educational paradigms that standardize bodies and minds and, therefore, offers conditions for inclusive education in permanent dialogue with diversity and valuing the alterity. An education based on the critical intercultural perspective demands breaking with the idea of looking at differences from a colonialized perspective, contributing to the construction of an effective socio-diversity.Brasil es un país cuya construcción histórica está marcada por la segregación y exclusión de diferentes grupos sociales, desvalorizados por una perspectiva neocolonial de una sociedad que, hegemónica y eurocéntrica, niega a estos grupos derechos básicos, como la educación. Sin embargo, en las últimas décadas, diversos grupos identitarios, en lucha contra los patrones jerárquicos de estas relaciones de poder, han hecho valer diversos logros en la legislación en cuanto al reconocimiento de sus derechos sociales. Este artículo pretende profundizar el debate sobre el tema de las diferencias y la diversidad en la educación y sobre cómo pueden ser abordadas en los espacios educativos desde una perspectiva inclusiva. Para tanto, analiza los conceptos de diferencia y diversidad, en sus múltiples significados y relaciones con la construcción de identidades y categorización de las diferencias. Posteriormente, rescata las contribuciones de los movimientos sociales para el reconocimiento de las diversidades y diferencias en la sociedad brasileña, así como sus contribuciones para los avances en la legislación educativa. Y, al examinar la presencia de diversidades y diferencias en la estructura educativa brasileña, argumenta sobre la perspectiva crítica intercultural como posibilidad de problematizar la desigualdad en las relaciones de poder, cuestionar los paradigmas educativos que uniformizan cuerpos y mentes y, en consecuencia, crear condiciones para una educación inclusiva, en diálogo permanente con la diversidad y valorando las diferencias. Este artículo se basa en autores con una perspectiva decolonial, dedicados al debate sobre la construcción de identidades a partir de las diferencias, como Woodward (2000) Tadeu da Silva (2000) y Quijano (2005), así como estudiosos de la inclusión de las diferencias en educación basada en una concepción intercultural crítica, como Sacristán (2002), Gomes (2007, 2011) y Candau (2012, 2020).O Brasil é um país cuja construção histórica está marcada pela segregação e exclusão de diferentes grupos sociais, inferiorizados por uma perspectiva neocolonial de sociedade que, hegemônica e eurocêntrica, nega a estes coletivos direitos básicos, como a educação. Entretanto, nas últimas décadas, diversos grupos identitários, lutando contra os padrões hierarquizantes dessas relações de poder, fizeram valer na legislação diversas conquistas no que refere ao reconhecimento dos seus direitos sociais. Este artigo objetiva aprofundar o debate sobre a questão das diferenças e da diversidade na educação e sobre como elas podem ser abordadas nos ambientes educacionais de uma perspectiva inclusiva. Para tanto, analisa os conceitos de diferença e diversidade, em seus múltiplos sentidos e relações com a construção das identidades e categorização das diferenças. Na sequência, descreve as contribuições dos movimentos sociais para o reconhecimento das diversidades e diferenças na sociedade brasileira, bem como suas contribuições para avanços na legislação educacional. E, ao examinar a presença de diversidades e diferenças na estrutura educacional brasileira, argumenta sobre a perspectiva intercultural crítica enquanto possibilidade para problematizar a desigualdade nas relações de poder, questionar paradigmas educacionais padronizadores de corpos e mentes e, por conseguinte, criar condições para uma educação inclusiva, em diálogo permanente com a diversidade e de valorização das diferenças. Fundamentam o texto autores com perspectiva decolonial, dedicados ao debate sobre a construção das identidades a partir das diferenças, como Woodward (2000) Tadeu da Silva (2000) e Quijano (2005), além de estudiosos sobre a inclusão das diferenças na educação a partir de uma concepção intercultural crítica, como Sacristán (2002), Gomes (2007, 2011) e Candau (2012, 2020).Universidade Federal do Piauí2023-09-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufpi.br/index.php/lingedusoc/article/view/399310.26694/rles.v27i55.3993Languages, Education and Society; Vol. 27 No. 55 (2023): Linguagens, Educação e Sociedade; 1 - 30Lenguaje, Educación y Sociedad ; Vol. 27 Núm. 55 (2023): Linguagens, Educação e Sociedade; 1 - 30Linguagens, Educação e Sociedade; v. 27 n. 55 (2023): Linguagens, Educação e Sociedade; 1 - 302526-8449reponame:Linguagens, Educação e Sociedade (Online)instname:Universidade Federal do Piauí (UFPI)instacron:UFPIporhttps://periodicos.ufpi.br/index.php/lingedusoc/article/view/3993/3851Copyright (c) 2023 Linguagens, Educação e Sociedadeinfo:eu-repo/semantics/openAccessTonet, Jairo JoséRodrigues, Cíntia RégiaMeneghel, Stela Maria2023-12-27T20:51:58Zoai:periodicos.ufpi.br:article/3993Revistahttps://periodicos.ufpi.br/index.php/lingedusoc/PUBhttps://periodicos.ufpi.br/index.php/lingedusoc/oairevistales.ppged@ufpi.edu.br2526-84491518-0743opendoar:2023-12-27T20:51:58Linguagens, Educação e Sociedade (Online) - Universidade Federal do Piauí (UFPI)false
dc.title.none.fl_str_mv Intercultural education as a possibility of recognizing and valuing differences
La educación intercultural como posibilidad de reconocer y valorar las diferencias
EDUCAÇÃO INTERCULTURAL COMO POSSIBILIDADE DE RECONHECIMENTO E VALORIZAÇÃO DAS DIFERENÇAS
title Intercultural education as a possibility of recognizing and valuing differences
spellingShingle Intercultural education as a possibility of recognizing and valuing differences
Tonet, Jairo José
Inclusão na Educação
Diferenças
Diversidade
Educação Intercultural
Inclusión en la educación
Diferencias
Diversidad
Educación Intercultural
Inclusion in education
Differences
Diversity
Intercultural Education
title_short Intercultural education as a possibility of recognizing and valuing differences
title_full Intercultural education as a possibility of recognizing and valuing differences
title_fullStr Intercultural education as a possibility of recognizing and valuing differences
title_full_unstemmed Intercultural education as a possibility of recognizing and valuing differences
title_sort Intercultural education as a possibility of recognizing and valuing differences
author Tonet, Jairo José
author_facet Tonet, Jairo José
Rodrigues, Cíntia Régia
Meneghel, Stela Maria
author_role author
author2 Rodrigues, Cíntia Régia
Meneghel, Stela Maria
author2_role author
author
dc.contributor.author.fl_str_mv Tonet, Jairo José
Rodrigues, Cíntia Régia
Meneghel, Stela Maria
dc.subject.por.fl_str_mv Inclusão na Educação
Diferenças
Diversidade
Educação Intercultural
Inclusión en la educación
Diferencias
Diversidad
Educación Intercultural
Inclusion in education
Differences
Diversity
Intercultural Education
topic Inclusão na Educação
Diferenças
Diversidade
Educação Intercultural
Inclusión en la educación
Diferencias
Diversidad
Educación Intercultural
Inclusion in education
Differences
Diversity
Intercultural Education
description Brazil is a country whose historical construction has been marked by the segregation and exclusion of different social groups who have been treated as inferior by a neocolonial perspective of a society that, being hegemonic and Eurocentric, denies basic rights to these groups, such as education. However, in recent decades, various identity groups, who have been fighting against the hierarchical patterns of these power relations, have brought various achievements in legislation regarding the recognition of their social rights. This article aims to deepen the debate on the issue of differences and diversity in education and on how they can be approached in educational environments from an inclusive perspective. Therefore, it analyzes the concepts of difference and diversity, in their multiple meanings and relationships with the construction of identities and categorization of differences. The article then looks back at the contributions of social movements to the recognition of diversities and differences in Brazilian society, as well as their contribution to advances in educational legislation. Next, by examining the presence of differences in the Brazilian educational structure, it argues about the critical intercultural perspective as a possibility to problematize inequality in current power relations, and it stimulates our questionings about educational paradigms that standardize bodies and minds and, therefore, offers conditions for inclusive education in permanent dialogue with diversity and valuing the alterity. An education based on the critical intercultural perspective demands breaking with the idea of looking at differences from a colonialized perspective, contributing to the construction of an effective socio-diversity.
publishDate 2023
dc.date.none.fl_str_mv 2023-09-04
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://periodicos.ufpi.br/index.php/lingedusoc/article/view/3993
10.26694/rles.v27i55.3993
url https://periodicos.ufpi.br/index.php/lingedusoc/article/view/3993
identifier_str_mv 10.26694/rles.v27i55.3993
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufpi.br/index.php/lingedusoc/article/view/3993/3851
dc.rights.driver.fl_str_mv Copyright (c) 2023 Linguagens, Educação e Sociedade
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Linguagens, Educação e Sociedade
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Piauí
publisher.none.fl_str_mv Universidade Federal do Piauí
dc.source.none.fl_str_mv Languages, Education and Society; Vol. 27 No. 55 (2023): Linguagens, Educação e Sociedade; 1 - 30
Lenguaje, Educación y Sociedad ; Vol. 27 Núm. 55 (2023): Linguagens, Educação e Sociedade; 1 - 30
Linguagens, Educação e Sociedade; v. 27 n. 55 (2023): Linguagens, Educação e Sociedade; 1 - 30
2526-8449
reponame:Linguagens, Educação e Sociedade (Online)
instname:Universidade Federal do Piauí (UFPI)
instacron:UFPI
instname_str Universidade Federal do Piauí (UFPI)
instacron_str UFPI
institution UFPI
reponame_str Linguagens, Educação e Sociedade (Online)
collection Linguagens, Educação e Sociedade (Online)
repository.name.fl_str_mv Linguagens, Educação e Sociedade (Online) - Universidade Federal do Piauí (UFPI)
repository.mail.fl_str_mv revistales.ppged@ufpi.edu.br
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