Affirmative action a Brazilian universities in the Encontro de Saberes project
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista de educação popular (Online) |
Texto Completo: | https://seer.ufu.br/index.php/reveducpop/article/view/67712 |
Resumo: | This is a bibliographical review about the Encontro de Saberes project, characterized by the insertion of Traditional Masters in higher education as professors in curricular courses. It is intended to analyze this project as part and unfolding of the affirmative action policies. Access to traditional knowledge and practices in a direct relationship with the masters composes and deepens the process that aims not only at the admission of students of Afro-Brazilian and indigenous descent, but also at the inclusion of their knowledge, methodologies, epistemologies, with a view to overcoming colonizing approaches to the traditional people knowledge, as well as facing the Eurocentric, colonial and exclusionary model that structure universities. Through the study of the bibliography found, it is possible to infer that, in the Brazilian context, the Encontro de Saberes project has become a field of academic production and a reference for the formation of pedagogical, teaching and research practices in a multi-epistemic and counter-colonizing perspective, in reason for the ethical-racial, political, pedagogical, linguistic, institutional and epistemic fissures. The granting of the title of notorious knowledge to traditional masters in Brazilian universities is a great expression of these fissures in the Eurocentric academic model and reflects the current context of rooting and maturation of the Encontro de Saberes. |
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Affirmative action a Brazilian universities in the Encontro de Saberes projectO projeto Encontro de Saberes nas universidades brasileiras como ação afirmativaEncontro de SaberesContra colonizaçãoMestres tradicionaisNotório saberEncontro de SaberesCounter colonizationTraditional mastersNotorius KnowledgeThis is a bibliographical review about the Encontro de Saberes project, characterized by the insertion of Traditional Masters in higher education as professors in curricular courses. It is intended to analyze this project as part and unfolding of the affirmative action policies. Access to traditional knowledge and practices in a direct relationship with the masters composes and deepens the process that aims not only at the admission of students of Afro-Brazilian and indigenous descent, but also at the inclusion of their knowledge, methodologies, epistemologies, with a view to overcoming colonizing approaches to the traditional people knowledge, as well as facing the Eurocentric, colonial and exclusionary model that structure universities. Through the study of the bibliography found, it is possible to infer that, in the Brazilian context, the Encontro de Saberes project has become a field of academic production and a reference for the formation of pedagogical, teaching and research practices in a multi-epistemic and counter-colonizing perspective, in reason for the ethical-racial, political, pedagogical, linguistic, institutional and epistemic fissures. The granting of the title of notorious knowledge to traditional masters in Brazilian universities is a great expression of these fissures in the Eurocentric academic model and reflects the current context of rooting and maturation of the Encontro de Saberes.Trata-se de revisão bibliográfica acerca do Encontro de Saberes, que se caracteriza pela inserção de mestres tradicionais no ensino superior na condição de docentes em disciplinas curriculares. Pretende-se analisar esse projeto como parte e desdobramento das políticas de ações afirmativas. O acesso aos saberes e às práticas tradicionais na relação direta com os mestres compõe e aprofunda o processo que almeja não somente o ingresso de discentes de descendência afro-brasileira e indígena, mas também a inclusão dos seus conhecimentos, metodologias, epistemologias, tendo em vista a superação das abordagens colonizadoras a respeito dos saberes dos povos tradicionais, bem como o enfrentamento do modelo eurocêntrico, colonial e excludente que estrutura as universidades. Mediante o estudo da bibliografia encontrada, é possível inferir que, no contexto brasileiro, o Encontro de Saberes tem se tornado um campo de produção acadêmica e referência para a formação de práticas pedagógicas, de ensino e pesquisa, em uma perspectiva pluriepistêmica e contra colonizadora, em razão das fissuras étnico-racial, política, pedagógica, linguística, institucional e epistêmica. A outorga do título de notório saber aos mestres e às mestras tradicionais nas universidades brasileiras é grande expressão dessas fissuras no modelo acadêmico eurocêntrico, e reflete o atual contexto de enraizamento e amadurecimento do Encontro de Saberes.Universidade Federal de Uberlândia2023-09-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://seer.ufu.br/index.php/reveducpop/article/view/6771210.14393/REP-2023-67712Revista de Educação Popular; v. 22 n. 2 (2023): Revista de Educação Popular (ISSN 1982-7660) ; 1-181982-76601678-5622reponame:Revista de educação popular (Online)instname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/reveducpop/article/view/67712/36794Copyright (c) 2023 Aida Brandão Leal, Sandro José da Silva, Leon Granier Alves, Edson Lima Coutinhohttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessLeal, Aida BrandãoSilva, Sandro José daAlves, Lion GranierCoutinho, Edson Lima2024-02-08T12:26:23Zoai:ojs.www.seer.ufu.br:article/67712Revistahttp://www.seer.ufu.br/index.php/reveducpopPUBhttp://www.seer.ufu.br/index.php/reveducpop/oairevistapopular@proex.ufu.br||revistapopular@proex.ufu.br1678-56221982-7660opendoar:2024-02-08T12:26:23Revista de educação popular (Online) - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
Affirmative action a Brazilian universities in the Encontro de Saberes project O projeto Encontro de Saberes nas universidades brasileiras como ação afirmativa |
title |
Affirmative action a Brazilian universities in the Encontro de Saberes project |
spellingShingle |
Affirmative action a Brazilian universities in the Encontro de Saberes project Leal, Aida Brandão Encontro de Saberes Contra colonização Mestres tradicionais Notório saber Encontro de Saberes Counter colonization Traditional masters Notorius Knowledge |
title_short |
Affirmative action a Brazilian universities in the Encontro de Saberes project |
title_full |
Affirmative action a Brazilian universities in the Encontro de Saberes project |
title_fullStr |
Affirmative action a Brazilian universities in the Encontro de Saberes project |
title_full_unstemmed |
Affirmative action a Brazilian universities in the Encontro de Saberes project |
title_sort |
Affirmative action a Brazilian universities in the Encontro de Saberes project |
author |
Leal, Aida Brandão |
author_facet |
Leal, Aida Brandão Silva, Sandro José da Alves, Lion Granier Coutinho, Edson Lima |
author_role |
author |
author2 |
Silva, Sandro José da Alves, Lion Granier Coutinho, Edson Lima |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Leal, Aida Brandão Silva, Sandro José da Alves, Lion Granier Coutinho, Edson Lima |
dc.subject.por.fl_str_mv |
Encontro de Saberes Contra colonização Mestres tradicionais Notório saber Encontro de Saberes Counter colonization Traditional masters Notorius Knowledge |
topic |
Encontro de Saberes Contra colonização Mestres tradicionais Notório saber Encontro de Saberes Counter colonization Traditional masters Notorius Knowledge |
description |
This is a bibliographical review about the Encontro de Saberes project, characterized by the insertion of Traditional Masters in higher education as professors in curricular courses. It is intended to analyze this project as part and unfolding of the affirmative action policies. Access to traditional knowledge and practices in a direct relationship with the masters composes and deepens the process that aims not only at the admission of students of Afro-Brazilian and indigenous descent, but also at the inclusion of their knowledge, methodologies, epistemologies, with a view to overcoming colonizing approaches to the traditional people knowledge, as well as facing the Eurocentric, colonial and exclusionary model that structure universities. Through the study of the bibliography found, it is possible to infer that, in the Brazilian context, the Encontro de Saberes project has become a field of academic production and a reference for the formation of pedagogical, teaching and research practices in a multi-epistemic and counter-colonizing perspective, in reason for the ethical-racial, political, pedagogical, linguistic, institutional and epistemic fissures. The granting of the title of notorious knowledge to traditional masters in Brazilian universities is a great expression of these fissures in the Eurocentric academic model and reflects the current context of rooting and maturation of the Encontro de Saberes. |
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 Avaliado pelos pares |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://seer.ufu.br/index.php/reveducpop/article/view/67712 10.14393/REP-2023-67712 |
url |
https://seer.ufu.br/index.php/reveducpop/article/view/67712 |
identifier_str_mv |
10.14393/REP-2023-67712 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://seer.ufu.br/index.php/reveducpop/article/view/67712/36794 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Aida Brandão Leal, Sandro José da Silva, Leon Granier Alves, Edson Lima Coutinho https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Aida Brandão Leal, Sandro José da Silva, Leon Granier Alves, Edson Lima Coutinho https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Uberlândia |
publisher.none.fl_str_mv |
Universidade Federal de Uberlândia |
dc.source.none.fl_str_mv |
Revista de Educação Popular; v. 22 n. 2 (2023): Revista de Educação Popular (ISSN 1982-7660) ; 1-18 1982-7660 1678-5622 reponame:Revista de educação popular (Online) instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
instname_str |
Universidade Federal de Uberlândia (UFU) |
instacron_str |
UFU |
institution |
UFU |
reponame_str |
Revista de educação popular (Online) |
collection |
Revista de educação popular (Online) |
repository.name.fl_str_mv |
Revista de educação popular (Online) - Universidade Federal de Uberlândia (UFU) |
repository.mail.fl_str_mv |
revistapopular@proex.ufu.br||revistapopular@proex.ufu.br |
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1797068898492743680 |