The formation of field teachers in the decolonial perspective: epistemology and intercultural educational praxis

Detalhes bibliográficos
Autor(a) principal: Oliveira, Josiléia Curty de
Data de Publicação: 2023
Outros Autores: Foerste, Erineu
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/69321
Resumo: In this article, we discuss the challenges of initial and continued teacher training, stemming from the debate on emancipatory education, culture as a potential for freedom, and the importance of inter-institutional collaborative partnerships for the implementation of public policies for teacher training. Through a theoretical-conceptual study motivated by problematizations of the Research Group CNPq Culturas, Parcerias e Educação do Campo. Guided by analyses of public policies in Brazilian education, we focus on the articulation of collective struggles of rural and urban workers for social rights advocated by popular education, based on the liberating dialogue of Paulo Freire (1987), on view of the demands of teacher training. Based on this study, we defend the thesis that teacher training, when it considers the specificities of peasant territories, promotes an education that conforms to the reality, culture, and diversity of rural populations, providing a critical and decolonial intercultural educational praxis.
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spelling The formation of field teachers in the decolonial perspective: epistemology and intercultural educational praxisA formação de professores do campo na perspectiva decolonial: epistemologia e práxis educativa interculturalFormação de ProfessoresEducação do CampoEducação PopularInterculturalidadeDecolonialidadeTeacher TrainingCoutryside EducationPopular EducationInterculturalityDecolonialityIn this article, we discuss the challenges of initial and continued teacher training, stemming from the debate on emancipatory education, culture as a potential for freedom, and the importance of inter-institutional collaborative partnerships for the implementation of public policies for teacher training. Through a theoretical-conceptual study motivated by problematizations of the Research Group CNPq Culturas, Parcerias e Educação do Campo. Guided by analyses of public policies in Brazilian education, we focus on the articulation of collective struggles of rural and urban workers for social rights advocated by popular education, based on the liberating dialogue of Paulo Freire (1987), on view of the demands of teacher training. Based on this study, we defend the thesis that teacher training, when it considers the specificities of peasant territories, promotes an education that conforms to the reality, culture, and diversity of rural populations, providing a critical and decolonial intercultural educational praxis.Neste artigo, discutimos os desafios da formação inicial e continuada de professores a partir do debate da educação emancipatória, da cultura como potencial de liberdade e da importância de parcerias colaborativas interinstitucionais para implementação de políticas públicas de formação docente. Por meio de um estudo teórico-conceitual motivado por problematizações do Grupo de Pesquisa CNPq Culturas, Parcerias e Educação do Campo. Pautados em análises de políticas públicas da educação brasileira, focamos na articulação de lutas coletivas dos trabalhadores do campo e das cidades por direitos sociais preconizados pela educação popular, com base no diálogo libertador de Paulo Freire (1987), perante às demandas da formação docente. A partir desse estudo, defendemos a tese de que a formação de professores, quando contempla as especificidades dos territórios campesinos, promove uma educação conforme a realidade, a cultura e a diversidade das populações do campo, proporcionando uma práxis educativa intercultural crítica e decolonial.Universidade Federal de Uberlândia2023-10-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos paresapplication/pdfhttps://seer.ufu.br/index.php/reveducpop/article/view/6932110.14393/REP-2023-69321Revista de Educação Popular; 2023: Educação Popular no Brasil e na América Latina: história, epistemologias, práxis e experiências; 142-1631982-76601678-5622reponame:Revista de educação popular (Online)instname:Universidade Federal de Uberlândia (UFU)instacron:UFUporhttps://seer.ufu.br/index.php/reveducpop/article/view/69321/37052Copyright (c) 2023 Josiléia Curty de Oliveira, Erineu Foerstehttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessOliveira, Josiléia Curty deFoerste, Erineu2023-10-18T20:54:20Zoai:ojs.www.seer.ufu.br:article/69321Revistahttp://www.seer.ufu.br/index.php/reveducpopPUBhttp://www.seer.ufu.br/index.php/reveducpop/oairevistapopular@proex.ufu.br||revistapopular@proex.ufu.br1678-56221982-7660opendoar:2023-10-18T20:54:20Revista de educação popular (Online) - Universidade Federal de Uberlândia (UFU)false
dc.title.none.fl_str_mv The formation of field teachers in the decolonial perspective: epistemology and intercultural educational praxis
A formação de professores do campo na perspectiva decolonial: epistemologia e práxis educativa intercultural
title The formation of field teachers in the decolonial perspective: epistemology and intercultural educational praxis
spellingShingle The formation of field teachers in the decolonial perspective: epistemology and intercultural educational praxis
Oliveira, Josiléia Curty de
Formação de Professores
Educação do Campo
Educação Popular
Interculturalidade
Decolonialidade
Teacher Training
Coutryside Education
Popular Education
Interculturality
Decoloniality
title_short The formation of field teachers in the decolonial perspective: epistemology and intercultural educational praxis
title_full The formation of field teachers in the decolonial perspective: epistemology and intercultural educational praxis
title_fullStr The formation of field teachers in the decolonial perspective: epistemology and intercultural educational praxis
title_full_unstemmed The formation of field teachers in the decolonial perspective: epistemology and intercultural educational praxis
title_sort The formation of field teachers in the decolonial perspective: epistemology and intercultural educational praxis
author Oliveira, Josiléia Curty de
author_facet Oliveira, Josiléia Curty de
Foerste, Erineu
author_role author
author2 Foerste, Erineu
author2_role author
dc.contributor.author.fl_str_mv Oliveira, Josiléia Curty de
Foerste, Erineu
dc.subject.por.fl_str_mv Formação de Professores
Educação do Campo
Educação Popular
Interculturalidade
Decolonialidade
Teacher Training
Coutryside Education
Popular Education
Interculturality
Decoloniality
topic Formação de Professores
Educação do Campo
Educação Popular
Interculturalidade
Decolonialidade
Teacher Training
Coutryside Education
Popular Education
Interculturality
Decoloniality
description In this article, we discuss the challenges of initial and continued teacher training, stemming from the debate on emancipatory education, culture as a potential for freedom, and the importance of inter-institutional collaborative partnerships for the implementation of public policies for teacher training. Through a theoretical-conceptual study motivated by problematizations of the Research Group CNPq Culturas, Parcerias e Educação do Campo. Guided by analyses of public policies in Brazilian education, we focus on the articulation of collective struggles of rural and urban workers for social rights advocated by popular education, based on the liberating dialogue of Paulo Freire (1987), on view of the demands of teacher training. Based on this study, we defend the thesis that teacher training, when it considers the specificities of peasant territories, promotes an education that conforms to the reality, culture, and diversity of rural populations, providing a critical and decolonial intercultural educational praxis.
publishDate 2023
dc.date.none.fl_str_mv 2023-10-18
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/69321
10.14393/REP-2023-69321
url https://seer.ufu.br/index.php/reveducpop/article/view/69321
identifier_str_mv 10.14393/REP-2023-69321
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufu.br/index.php/reveducpop/article/view/69321/37052
dc.rights.driver.fl_str_mv Copyright (c) 2023 Josiléia Curty de Oliveira, Erineu Foerste
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Josiléia Curty de Oliveira, Erineu Foerste
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; 2023: Educação Popular no Brasil e na América Latina: história, epistemologias, práxis e experiências; 142-163
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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