School Curriculum and Teaching Practices from the Perspective of Identities/Differences in an Amazonian Public School

Detalhes bibliográficos
Autor(a) principal: Silva, Noé Cardoso da
Data de Publicação: 2024
Outros Autores: Scaramuzza, Genivaldo Frois
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/3970
Resumo: This article discusses the perceptions of teachers at a public school in the Amazon regarding cultural identities/differences intertwined with professional development. It takes as main reference the theoretical field Cultural Studies (Hall, 1997; 2015) in articulation with education (Candau, 2008; 2012; Fleuri, 2000), focusing on teacher training, considering the concept of professional development (Novoa, 2009; Tardif, 2012). The research's methodological procedures are based on the assumptions of bricolage (Kincheloe; Berry; 2007; Nelson; Treichler; Grassberg, 2013), articulating semi-structured interviews, online discussion groups and document analysis. The analysis of the data, especially those emerged through the teachers' narratives, points to educational practices that reinforce the invisibility and/or silencing of different cultures and identities considered "inferior" and/or "without culture", thus indicating the need for teacher professional development with an approach to the themes of identities/differences, in order to contribute to the re-signification of educational practices aimed at intercultural education.
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spelling School Curriculum and Teaching Practices from the Perspective of Identities/Differences in an Amazonian Public SchoolCurrículo escolar y prácticas docentes desde la perspectiva de las identidades/diferencias en una escuela pública amazónicaCURRÍCULO ESCOLAR E PRÁTICAS DOCENTES NA PERSPECTIVA DAS IDENTIDADES/DIFERENÇAS EM UMA ESCOLA PÚBLICA AMAZÔNICACurrículo escolarPlanejamento EscolarIdentidadesDiferençasCurrículo escolarPlanificación EscolaridentidadesDiferenciasSchool curriculumSchool PlanningIdentitiesDifferencesThis article discusses the perceptions of teachers at a public school in the Amazon regarding cultural identities/differences intertwined with professional development. It takes as main reference the theoretical field Cultural Studies (Hall, 1997; 2015) in articulation with education (Candau, 2008; 2012; Fleuri, 2000), focusing on teacher training, considering the concept of professional development (Novoa, 2009; Tardif, 2012). The research's methodological procedures are based on the assumptions of bricolage (Kincheloe; Berry; 2007; Nelson; Treichler; Grassberg, 2013), articulating semi-structured interviews, online discussion groups and document analysis. The analysis of the data, especially those emerged through the teachers' narratives, points to educational practices that reinforce the invisibility and/or silencing of different cultures and identities considered "inferior" and/or "without culture", thus indicating the need for teacher professional development with an approach to the themes of identities/differences, in order to contribute to the re-signification of educational practices aimed at intercultural education.Este artículo discute las percepciones de los profesores de una escuela pública de la Amazonía sobre las identidades/diferencias culturales entrelazadas con el desarrollo profesional. Toma como referencia principal el campo teórico de los Estudios Culturales (Hall, 1997; 2015) y su articulación con la educación (Candau 2008; 2012; Fleuri, 2000), con foco en la formación de profesores, considerando el concepto de desarrollo profesional (Novoa, 2009; Tardif, 2012). Los procedimientos metodológicos de la investigación se basan en los supuestos del bricolaje (Kincheloe; Berry; 2007; Nelson; Treichler; Grassberg, 2013), articulando entrevistas semiestructuradas, grupos de discusión en línea y análisis de documentos. El análisis de los datos, especialmente los que emergieron a través de las narrativas de los profesores, apunta a prácticas educativas que refuerzan la invisibilidad y/o el silenciamiento de las diferentes culturas e identidades consideradas "inferiores" y/o "sin cultura", indicando así la necesidad de un desarrollo profesional docente con abordaje de los temas de las identidades/diferencias, para contribuir a la resignificación de las prácticas educativas orientadas a la educación intercultural.O presente artigo discute as percepções de docentes de uma escola pública amazônica a respeito das identidades/diferenças culturais entrelaçadas ao desenvolvimento profissional. Toma-se como principal referência o campo teórico dos Estudos Culturais (Hall, 1997; 2015) e sua articulação com a educação (Candau 2008; 2012; Fleuri, 2000), com foco na formação de professores, considerando-se o conceito de desenvolvimento profissional (Novoa, 2009; Tardif, 2012). Os procedimentos metodológicos da pesquisa se baseiam nos pressupostos da bricolagem (Kincheloe; Berry; 2007; Nelson; Treichler; Grassberg, 2013), articulando entrevistas semiestruturadas, grupos de discussão on-line, além de análise documental. A análise dos dados, em especial aqueles emergidos por meio das narrativas dos/as professores/as, aponta práticas educativas que reforçam a invisibilidade e/ou silenciamento das diferentes culturas e identidades consideradas “inferiores” e/ou “sem cultura”, indicando, portanto, a necessidade do desenvolvimento profissional docente com abordagem para as temáticas das identidades/diferenças, a fim de contribuir para a ressignificação de práticas educativas voltadas para a educação intercultural.Universidade Federal do Piauí2024-01-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufpi.br/index.php/lingedusoc/article/view/397010.26694/rles.v28i56.3970Languages, Education and Society; Vol. 28 No. 56 (2024): Linguagens, Educação e SociedadeLenguaje, Educación y Sociedad ; Vol. 28 Núm. 56 (2024): Linguagens, Educação e SociedadeLinguagens, Educação e Sociedade; v. 28 n. 56 (2024): Linguagens, Educação e Sociedade2526-8449reponame:Linguagens, Educação e Sociedade (Online)instname:Universidade Federal do Piauí (UFPI)instacron:UFPIporhttps://periodicos.ufpi.br/index.php/lingedusoc/article/view/3970/4361Copyright (c) 2024 Linguagens, Educação e Sociedadeinfo:eu-repo/semantics/openAccessSilva, Noé Cardoso daScaramuzza, Genivaldo Frois2024-02-05T19:03:05Zoai:periodicos.ufpi.br:article/3970Revistahttps://periodicos.ufpi.br/index.php/lingedusoc/PUBhttps://periodicos.ufpi.br/index.php/lingedusoc/oairevistales.ppged@ufpi.edu.br2526-84491518-0743opendoar:2024-02-05T19:03:05Linguagens, Educação e Sociedade (Online) - Universidade Federal do Piauí (UFPI)false
dc.title.none.fl_str_mv School Curriculum and Teaching Practices from the Perspective of Identities/Differences in an Amazonian Public School
Currículo escolar y prácticas docentes desde la perspectiva de las identidades/diferencias en una escuela pública amazónica
CURRÍCULO ESCOLAR E PRÁTICAS DOCENTES NA PERSPECTIVA DAS IDENTIDADES/DIFERENÇAS EM UMA ESCOLA PÚBLICA AMAZÔNICA
title School Curriculum and Teaching Practices from the Perspective of Identities/Differences in an Amazonian Public School
spellingShingle School Curriculum and Teaching Practices from the Perspective of Identities/Differences in an Amazonian Public School
Silva, Noé Cardoso da
Currículo escolar
Planejamento Escolar
Identidades
Diferenças
Currículo escolar
Planificación Escolar
identidades
Diferencias
School curriculum
School Planning
Identities
Differences
title_short School Curriculum and Teaching Practices from the Perspective of Identities/Differences in an Amazonian Public School
title_full School Curriculum and Teaching Practices from the Perspective of Identities/Differences in an Amazonian Public School
title_fullStr School Curriculum and Teaching Practices from the Perspective of Identities/Differences in an Amazonian Public School
title_full_unstemmed School Curriculum and Teaching Practices from the Perspective of Identities/Differences in an Amazonian Public School
title_sort School Curriculum and Teaching Practices from the Perspective of Identities/Differences in an Amazonian Public School
author Silva, Noé Cardoso da
author_facet Silva, Noé Cardoso da
Scaramuzza, Genivaldo Frois
author_role author
author2 Scaramuzza, Genivaldo Frois
author2_role author
dc.contributor.author.fl_str_mv Silva, Noé Cardoso da
Scaramuzza, Genivaldo Frois
dc.subject.por.fl_str_mv Currículo escolar
Planejamento Escolar
Identidades
Diferenças
Currículo escolar
Planificación Escolar
identidades
Diferencias
School curriculum
School Planning
Identities
Differences
topic Currículo escolar
Planejamento Escolar
Identidades
Diferenças
Currículo escolar
Planificación Escolar
identidades
Diferencias
School curriculum
School Planning
Identities
Differences
description This article discusses the perceptions of teachers at a public school in the Amazon regarding cultural identities/differences intertwined with professional development. It takes as main reference the theoretical field Cultural Studies (Hall, 1997; 2015) in articulation with education (Candau, 2008; 2012; Fleuri, 2000), focusing on teacher training, considering the concept of professional development (Novoa, 2009; Tardif, 2012). The research's methodological procedures are based on the assumptions of bricolage (Kincheloe; Berry; 2007; Nelson; Treichler; Grassberg, 2013), articulating semi-structured interviews, online discussion groups and document analysis. The analysis of the data, especially those emerged through the teachers' narratives, points to educational practices that reinforce the invisibility and/or silencing of different cultures and identities considered "inferior" and/or "without culture", thus indicating the need for teacher professional development with an approach to the themes of identities/differences, in order to contribute to the re-signification of educational practices aimed at intercultural education.
publishDate 2024
dc.date.none.fl_str_mv 2024-01-17
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/3970
10.26694/rles.v28i56.3970
url https://periodicos.ufpi.br/index.php/lingedusoc/article/view/3970
identifier_str_mv 10.26694/rles.v28i56.3970
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufpi.br/index.php/lingedusoc/article/view/3970/4361
dc.rights.driver.fl_str_mv Copyright (c) 2024 Linguagens, Educação e Sociedade
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2024 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. 28 No. 56 (2024): Linguagens, Educação e Sociedade
Lenguaje, Educación y Sociedad ; Vol. 28 Núm. 56 (2024): Linguagens, Educação e Sociedade
Linguagens, Educação e Sociedade; v. 28 n. 56 (2024): Linguagens, Educação e Sociedade
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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