Interculturality in the education of countryside teachers: analysis of an experience
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Data de Publicação: | 2017 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Brasileira de Educação do Campo |
Texto Completo: | https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/3294 |
Resumo: | ABSTRACT. The present work aims to promote a reflection on the pedagogical proposal of an undergraduate course in Countryside Education from a Brazilian federal university under the theoretical perspective of interculturality. Interculturality is understood as a counter-epistemological and counter-hegemonic project that advocates the recognition and respect for cultural diversity and the political and social emancipation of subalternized peoples. Established in 2013 to meet the demand of SESU / SETEC / SECADI Notice no. 2/2012, the course aims to train teachers in the areas of Natural Sciences or Languages and Codes to work in the final years of elementary education and in high school in rural areas. This qualitative-exploratory study is based on documental and bibliographic research. The theoretical reflection comes from the ecology of knowledges (Santos, 2014), which problematizes the relations of coloniality of the scientific knowledge with other types of knowledge, as well as studies on interculturality (Fleuri, 2001; Walsh, 2009, 2010; Estermann, 2010; Guilherme & Dietz, 2015) and Countryside Education (Caldart, 2009; Freitas, 2011; Antunes-Rocha, 2011; Molina & Freitas, 2011; Molina & Antunes-Rocha, 2014). It is hoped that this work will stimulate proposals that dialogue with the intercultural reference framework, broadening the theoretical perspectives on the initial education of teachers in the context of Countryside Education in Brazil. Keywords: Critical Interculturality, Countryside Education, Teacher Education, Public Policies, Coloniality. |
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Interculturality in the education of countryside teachers: analysis of an experienceInterculturality in the education of countryside teachers: analysis of an experienceInterculturalidad en la formación del profesorado del campo: análisis de una experienciaInterculturality in the education of countryside teachers: analysis of an experienceInterculturalidade na formação de professores do campo: análise de uma experiênciaABSTRACT. The present work aims to promote a reflection on the pedagogical proposal of an undergraduate course in Countryside Education from a Brazilian federal university under the theoretical perspective of interculturality. Interculturality is understood as a counter-epistemological and counter-hegemonic project that advocates the recognition and respect for cultural diversity and the political and social emancipation of subalternized peoples. Established in 2013 to meet the demand of SESU / SETEC / SECADI Notice no. 2/2012, the course aims to train teachers in the areas of Natural Sciences or Languages and Codes to work in the final years of elementary education and in high school in rural areas. This qualitative-exploratory study is based on documental and bibliographic research. The theoretical reflection comes from the ecology of knowledges (Santos, 2014), which problematizes the relations of coloniality of the scientific knowledge with other types of knowledge, as well as studies on interculturality (Fleuri, 2001; Walsh, 2009, 2010; Estermann, 2010; Guilherme & Dietz, 2015) and Countryside Education (Caldart, 2009; Freitas, 2011; Antunes-Rocha, 2011; Molina & Freitas, 2011; Molina & Antunes-Rocha, 2014). It is hoped that this work will stimulate proposals that dialogue with the intercultural reference framework, broadening the theoretical perspectives on the initial education of teachers in the context of Countryside Education in Brazil. Keywords: Critical Interculturality, Countryside Education, Teacher Education, Public Policies, Coloniality.Este trabajo tiene como objetivo reflexionar sobre los conceptos de interculturalidad crítica (Walsh, 2009, 2010, Estermann, 2010) y la competencia intercultural (William & Dietz, 2015), así como elevar las posibles contribuciones de estos estudios para la discusión de la formación docente en el contexto de la Educación del Campo en Brasil. De acuerdo con los autores que subvencionan este estudio, la interculturalidad crítica es una propuesta contra-epistemológica y contra-hegemónica, que aboga por el reconocimiento y el respeto de la diversidad cultural y la emancipación social y política de los pueblos subalternos. En este trabajo, se discutirán las políticas públicas de educación para las poblaciones rurales y los aspectos de la propuesta educativa de un entrenamiento de profesores en una universidad federal brasileña, que tiene como objetivo capacitar a los maestros en las áreas de Ciencias Naturales y Lenguajes y Códigos para actuar en los años finales de la escuela primaria y en las escuelas secundarias de las zonas rurales. Además de los estudios sobre interculturalidad crítica, este trabajo se basa en la perspectiva teórica de Ecología del Conocimiento (Sousa Santos, 2014), que analiza las relaciones de colonialidad del conocimiento científico con otros tipos de conocimiento en la sociedad contemporánea. Palabras clave: Interculturalidad Crítica, Educación del Campo, Formación de Profesores, Políticas Públicas, Colonialidad.ABSTRACT. The present work aims to promote a reflection on the pedagogical proposal of an undergraduate course in Countryside Education from a Brazilian federal university under the theoretical perspective of interculturality. Interculturality is understood as a counter-epistemological and counter-hegemonic project that advocates the recognition and respect for cultural diversity and the political and social emancipation of subalternized peoples. Established in 2013 to meet the demand of SESU / SETEC / SECADI Notice no. 2/2012, the course aims to train teachers in the areas of Natural Sciences or Languages and Codes to work in the final years of elementary education and in high school in rural areas. This qualitative-exploratory study is based on documental and bibliographic research. The theoretical reflection comes from the ecology of knowledges (Santos, 2014), which problematizes the relations of coloniality of the scientific knowledge with other types of knowledge, as well as studies on interculturality (Fleuri, 2001; Walsh, 2009, 2010; Estermann, 2010; Guilherme & Dietz, 2015) and Countryside Education (Caldart, 2009; Freitas, 2011; Antunes-Rocha, 2011; Molina & Freitas, 2011; Molina & Antunes-Rocha, 2014). It is hoped that this work will stimulate proposals that dialogue with the intercultural reference framework, broadening the theoretical perspectives on the initial education of teachers in the context of Countryside Education in Brazil.O presente trabalho visa promover uma reflexão sobre a proposta pedagógica de um curso de licenciatura em Educação do Campo de uma universidade federal brasileira sob a perspectiva teórica da interculturalidade. Entende-se interculturalidade como um projeto contraepistemológico e contra-hegemônico que preconiza o reconhecimento e o respeito à diversidade cultural e à emancipação política e social de povos subalternizados. Instituído em 2013 para atender à demanda do Edital SESU/SETEC/SECADI n° 2/2012, o curso em pauta tem como objetivo formar professores com habilitação em Ciências da Natureza ou Linguagens e Códigos para atuar nos anos finais do ensino fundamental e no ensino médio de escolas do campo. Este estudo de natureza qualitativa-exploratória se vale de pesquisa documental e bibliográfica. A reflexão teórica se dá a partir da ecologia dos saberes (Santos, 2014), que problematiza as relações de colonialidade do conhecimento científico com outros tipos de conhecimento, assim como das pesquisas sobre interculturalidade (Fleuri, 2001; Walsh, 2009, 2010; Estermann, 2010; Guilherme & Dietz, 2015) e Educação do Campo (Caldart, 2009; Freitas, 2011; Antunes-Rocha, 2011; Molina & Freitas, 2011; Molina & Antunes-Rocha, 2014). Espera-se com este trabalho estimular propostas que dialoguem com o referencial da interculturalidade, ampliando as perspectivas teóricas sobre a formação inicial de professores no contexto da Educação do Campo no Brasil. Palavras-chave: Interculturalidade, Educação do Campo, Formação de Professores, Políticas Públicas, Colonialidade. Interculturality in the education of countryside teachers: analysis of an experience ABSTRACT. The present work aims to promote a reflection on the pedagogical proposal of an undergraduate course in Countryside Education from a Brazilian federal university under the theoretical perspective of interculturality. Interculturality is understood as a counter-epistemological and counter-hegemonic project that advocates the recognition and respect for cultural diversity and the political and social emancipation of subalternized peoples. Established in 2013 to meet the demand of SESU / SETEC / SECADI Notice no. 2/2012, the course aims to train teachers in the areas of Natural Sciences or Languages and Codes to work in the final years of elementary education and in high school in rural areas. This qualitative-exploratory study is based on documental and bibliographic research. The theoretical reflection comes from the ecology of knowledges (Santos, 2014), which problematizes the relations of coloniality of the scientific knowledge with other types of knowledge, as well as studies on interculturality (Fleuri, 2001; Walsh, 2009, 2010; Estermann, 2010; Guilherme & Dietz, 2015) and Countryside Education (Caldart, 2009; Freitas, 2011; Antunes-Rocha, 2011; Molina & Freitas, 2011; Molina & Antunes-Rocha, 2014). It is hoped that this work will stimulate proposals that dialogue with the intercultural reference framework, broadening the theoretical perspectives on the initial education of teachers in the context of Countryside Education in Brazil. Keywords: Interculturality, Countryside Education, Teacher Education, Public Policies, Coloniality. Interculturalidad en la formación del profesorado del campo: análisis de una experiencia RESUMEN. El presente estudio tiene como objetivo reflexionar sobre la propuesta pedagógica de un grado en Educación del Campo de una universidad federal brasileña por la perspectiva teórica de la interculturalidad. Se comprende interculturalidad como un proyecto contraepistemológico y contrahegemónico que aboga por el reconocimiento y respeto a la diversidad cultural y la emancipación social y política de las personas subordinadas. Establecido en 2013 para satisfacer la demanda del Edicto SESU / SETEC / SECADI nº 2/2012, el curso en cuestión tiene como objetivo formar maestros con la especialización en ciencias naturales o lenguajes y códigos para actuar en los últimos años de la escuela primaria y la enseñanza media de las escuelas para los campesinos. Este estudio de naturaleza cualitativa y exploratoria se basa en la investigación bibliográfica y documental. La reflexión teórica se produce desde la ecología de los saberes (Santos, 2014), que analiza las relaciones de colonialidad del conocimiento científico con otros tipos de conocimiento, así como la investigación sobre interculturalidad (Fleuri, 2001; Walsh, 2009, 2010; Estermann, 2010; Guilherme & Dietz, 2015) y Educación del Campo (Caldart, 2009; Freitas, 2011; Antunes-Rocha, 2011; Molina & Freitas, 2011; Molina & Antunes-Rocha, 2014). Se espera que este trabajo estimule las propuestas que se comunican con el marco de la interculturalidad, promoviendo la ampliación de las perspectivas teóricas sobre la formación inicial del profesorado en el contexto de la Educación del Campo en Brasil. Palabras clave: Interculturalidad, Educación del Campo, Formación Docente, Política Pública, Colonialidad.Universidade Federal do Tocantins2017-07-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/329410.20873/uft.2525-4863.2017v2n2p447Brazilian Journal of Rural Education; Bd. 2 Nr. 2 (2017): Jul./Dez.; 447-471Brazilian Journal of Rural Education; Vol. 2 No. 2 (2017): Jul./Dez.; 447-471Revista Brasileña de Educación Rural; Vol. 2 Núm. 2 (2017): Jul./Dez.; 447-471Brazilian Journal of Rural Education; Vol. 2 No. 2 (2017): Jul./Dez.; 447-471Revista Brasileira de Educação do Campo; v. 2 n. 2 (2017): Jul./Dez.; 447-4712525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/3294/11260https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/3294/11885Copyright (c) 2017 Revista Brasileira de Educação do Campoinfo:eu-repo/semantics/openAccessMarques, Luiz Otávio Costa2018-09-21T13:04:47Zoai:ojs.revista.uft.edu.br:article/3294Revistahttps://sistemas.uft.edu.br/periodicos/index.php/campoPUBhttps://sistemas.uft.edu.br/periodicos/index.php/campo/oaigustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br2525-48632525-4863opendoar:2018-09-21T13:04:47Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false |
dc.title.none.fl_str_mv |
Interculturality in the education of countryside teachers: analysis of an experience Interculturality in the education of countryside teachers: analysis of an experience Interculturalidad en la formación del profesorado del campo: análisis de una experiencia Interculturality in the education of countryside teachers: analysis of an experience Interculturalidade na formação de professores do campo: análise de uma experiência |
title |
Interculturality in the education of countryside teachers: analysis of an experience |
spellingShingle |
Interculturality in the education of countryside teachers: analysis of an experience Marques, Luiz Otávio Costa |
title_short |
Interculturality in the education of countryside teachers: analysis of an experience |
title_full |
Interculturality in the education of countryside teachers: analysis of an experience |
title_fullStr |
Interculturality in the education of countryside teachers: analysis of an experience |
title_full_unstemmed |
Interculturality in the education of countryside teachers: analysis of an experience |
title_sort |
Interculturality in the education of countryside teachers: analysis of an experience |
author |
Marques, Luiz Otávio Costa |
author_facet |
Marques, Luiz Otávio Costa |
author_role |
author |
dc.contributor.author.fl_str_mv |
Marques, Luiz Otávio Costa |
description |
ABSTRACT. The present work aims to promote a reflection on the pedagogical proposal of an undergraduate course in Countryside Education from a Brazilian federal university under the theoretical perspective of interculturality. Interculturality is understood as a counter-epistemological and counter-hegemonic project that advocates the recognition and respect for cultural diversity and the political and social emancipation of subalternized peoples. Established in 2013 to meet the demand of SESU / SETEC / SECADI Notice no. 2/2012, the course aims to train teachers in the areas of Natural Sciences or Languages and Codes to work in the final years of elementary education and in high school in rural areas. This qualitative-exploratory study is based on documental and bibliographic research. The theoretical reflection comes from the ecology of knowledges (Santos, 2014), which problematizes the relations of coloniality of the scientific knowledge with other types of knowledge, as well as studies on interculturality (Fleuri, 2001; Walsh, 2009, 2010; Estermann, 2010; Guilherme & Dietz, 2015) and Countryside Education (Caldart, 2009; Freitas, 2011; Antunes-Rocha, 2011; Molina & Freitas, 2011; Molina & Antunes-Rocha, 2014). It is hoped that this work will stimulate proposals that dialogue with the intercultural reference framework, broadening the theoretical perspectives on the initial education of teachers in the context of Countryside Education in Brazil. Keywords: Critical Interculturality, Countryside Education, Teacher Education, Public Policies, Coloniality. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017-07-29 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion "Avaliado pelos pares" |
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article |
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publishedVersion |
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https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/3294 10.20873/uft.2525-4863.2017v2n2p447 |
url |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/3294 |
identifier_str_mv |
10.20873/uft.2525-4863.2017v2n2p447 |
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por |
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por |
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https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/3294/11260 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/3294/11885 |
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Copyright (c) 2017 Revista Brasileira de Educação do Campo info:eu-repo/semantics/openAccess |
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Copyright (c) 2017 Revista Brasileira de Educação do Campo |
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openAccess |
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application/pdf text/html |
dc.publisher.none.fl_str_mv |
Universidade Federal do Tocantins |
publisher.none.fl_str_mv |
Universidade Federal do Tocantins |
dc.source.none.fl_str_mv |
Brazilian Journal of Rural Education; Bd. 2 Nr. 2 (2017): Jul./Dez.; 447-471 Brazilian Journal of Rural Education; Vol. 2 No. 2 (2017): Jul./Dez.; 447-471 Revista Brasileña de Educación Rural; Vol. 2 Núm. 2 (2017): Jul./Dez.; 447-471 Brazilian Journal of Rural Education; Vol. 2 No. 2 (2017): Jul./Dez.; 447-471 Revista Brasileira de Educação do Campo; v. 2 n. 2 (2017): Jul./Dez.; 447-471 2525-4863 reponame:Revista Brasileira de Educação do Campo instname:Universidade Federal do Tocantins (UFT) instacron:UFT |
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Universidade Federal do Tocantins (UFT) |
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UFT |
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Revista Brasileira de Educação do Campo |
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Revista Brasileira de Educação do Campo |
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Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT) |
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gustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br |
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