The formation of field teachers in the decolonial perspective: epistemology and intercultural educational praxis
Autor(a) principal: | |
---|---|
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/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. |
id |
UFU-13_85c3473263586c39a3bce68694a1ca6e |
---|---|
oai_identifier_str |
oai:ojs.www.seer.ufu.br:article/69321 |
network_acronym_str |
UFU-13 |
network_name_str |
Revista de educação popular (Online) |
repository_id_str |
|
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 |
_version_ |
1797068898568241152 |