Decolonial incidents in the teacher(s) training: perspectives on the curriculum of the Pedagogy course od Federal University of Uberlândia (UFU) and its epistemic textures

Detalhes bibliográficos
Autor(a) principal: Silva, Ishangly Juana da
Data de Publicação: 2024
Outros Autores: Campos, Vanessa Therezinha Bueno
Tipo de documento: Artigo
Idioma: por
Título da fonte: ETD - Educação Temática Digital
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8671453
Resumo: This text presents the reflections arising from the academic master’s research in education carried out within the scope of the Postgraduate Program in Education of the Faculty of Education of Federal University of Uberlândia (PPGED/FACED/UFU). The study aimed to problematize the higher education curriculum, specifically the teacher training, from the assumptions elucidated by decoloniality. We established interlocutions with University Pedagogy and sought to understand how ethnic-racial discussion is placed in the curricular context of undergraduate Pedagogy at that institution. In the meantime, the methodological option adopted in this research was based on the bibliographic review, with the analysis of the Political Pedagogical Projects (PPPs) and the records of the disciplines of two undergraduate courses in Pedagogy of UFU at Campi Pontal, in Ituiutaba/MG, and Santa Monica, in Uberlândia/MG. We consider that the problematizations regarding the decolonization of the teacher training curriculum, from the perspective of education for ethnic-racial relations, are necessary as tensions to the hegemonic model of knowledge production. Thus, we emphasize that the process of teacher training must be involved in discussions concerning decolonial guidelines, which provides, together with students, curricular experiences that express their individual and collective identities.
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spelling Decolonial incidents in the teacher(s) training: perspectives on the curriculum of the Pedagogy course od Federal University of Uberlândia (UFU) and its epistemic texturesIncidencias decoloniales en la formación de maestras(os) : perspectivas sobre el currículo del curso de Pedagogía de la Universidad Federal de Uberlândia (UFU) y sus construcciones epistémicasIncidências decoloniais na formação de professoras(es): perspectivas sobre o currículo do curso de Pedagogia da Universidade Federal de Uberlândia (UFU) e suas tessituras epistêmicasCurriculumDecolonialityUniversity pedagogyCurrículoDecolonialidadePedagogia universitáriaCurrículoDecolonialidadPedagogía universitariaThis text presents the reflections arising from the academic master’s research in education carried out within the scope of the Postgraduate Program in Education of the Faculty of Education of Federal University of Uberlândia (PPGED/FACED/UFU). The study aimed to problematize the higher education curriculum, specifically the teacher training, from the assumptions elucidated by decoloniality. We established interlocutions with University Pedagogy and sought to understand how ethnic-racial discussion is placed in the curricular context of undergraduate Pedagogy at that institution. In the meantime, the methodological option adopted in this research was based on the bibliographic review, with the analysis of the Political Pedagogical Projects (PPPs) and the records of the disciplines of two undergraduate courses in Pedagogy of UFU at Campi Pontal, in Ituiutaba/MG, and Santa Monica, in Uberlândia/MG. We consider that the problematizations regarding the decolonization of the teacher training curriculum, from the perspective of education for ethnic-racial relations, are necessary as tensions to the hegemonic model of knowledge production. Thus, we emphasize that the process of teacher training must be involved in discussions concerning decolonial guidelines, which provides, together with students, curricular experiences that express their individual and collective identities.Este texto presenta las reflexiones derivadas de la investigación académica de maestría en educación realizada en el ámbito del Programa de Posgrado en Educación de la Facultad de Educación de la Universidad Federal de Uberlândia (PPGED/FACED/UFU). El reto del estudio fue problematizar el currículo de la educación superior, en particular de la formación de maestras(os), sobre la base de los supuestos aclarados por la decolonialidad. Establecemos interlocuciones con la Pedagogía Universitaria y buscamos entender cómo se sitúa la discusión étnico-racial en el contexto curricular del grado de pedagogía en la referida institución. La opción metodológica adoptada se basó en la revisión bibliográfica, con el análisis de los Proyectos Político Pedagógicos (PPP) y los registros de las asignaturas de dos cursos de grado en Pedagogía de la UFU en los campi Pontal, en Ituiutaba/MG, y Santa Mónica, en Uberlândia/MG. Consideramos que las problematizaciones respecto a la descolonización del currículo de la formación docente, bajo la perspectiva de la educación para las relaciones étnico-raciales, son necesarias como tensiones al modelo hegemónico de producción de conocimiento. Por lo tanto, enfatizamos que el proceso de formación de maestras(os) debe involucrarse en las discusiones sobre las agendas decoloniales, que proporcionan, junto con los estudiantes, experiencias curriculares que expresen sus identidades individuales y colectivas.O presente texto apresenta as reflexões oriundas da pesquisa de mestrado acadêmico em educação realizada no âmbito do Programa de Pós-graduação em Educação da Faculdade de Educação da Universidade Federal de Uberlândia (PPGED/FACED/UFU). O estudo teve como objetivo problematizar o currículo da educação superior, em específico da formação de professoras(es), a partir dos pressupostos elucidados pela decolonialidade. Estabelecemos interlocuções com a Pedagogia Universitária e buscamos compreender como a discussão étnico-racial se coloca no contexto curricular da graduação em Pedagogia da referida instituição. Nesse ínterim, a opção metodológica adotada nesta pesquisa se baseou na revisão bibliográfica, com a análise dos Projetos Político Pedagógicos (PPPs) e das fichas das disciplinas de dois cursos de graduação em Pedagogia da UFU nos Campi Pontal, em Ituiutaba/MG, e Santa Mônica, em Uberlândia/MG. Consideramos que as problematizações a respeito da descolonização do currículo da formação docente, sob a perspectiva da educação para as relações étnico-raciais se fazem necessárias enquanto tensionamentos ao modelo hegemônico de produção do conhecimento. Destarte, salientamos que o processo de formação de professoras(es) deve estar envolto às discussões concernentes às pautas decoloniais, o que proporciona, junto às(aos) estudantes, vivências curriculares que expressam suas identidades individuais e coletivas.Universidade Estadual de Campinas2024-04-08info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoTextoinfo:eu-repo/semantics/otherapplication/pdfhttps://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/867145310.20396/etd.v26i00.8671453ETD - Educação Temática Digital; Vol. 26 (2024): Continuous publication; e024022ETD - Educação Temática Digital; Vol. 26 (2024): Publicación continua; e024022ETD - Educação Temática Digital; v. 26 (2024): Publicação contínua; e0240221676-2592reponame:ETD - Educação Temática Digitalinstname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporhttps://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8671453/33775Brazil; Contemporary Brasil; ContemporáneoBrasil; ContemporâneoCopyright (c) 2024 ETD - Educação Temática Digitalhttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessSilva, Ishangly Juana daCampos, Vanessa Therezinha Bueno2024-04-09T12:23:39Zoai:ojs.periodicos.sbu.unicamp.br:article/8671453Revistahttp://periodicos.sbu.unicamp.br/ojs/index.php/etdPUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/etd/oaippec@unicamp.br||acdiasjr@gmail.com||etd@unicamp.br|| gilbfe@unicamp.br1676-25921676-2592opendoar:2024-04-09T12:23:39ETD - Educação Temática Digital - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Decolonial incidents in the teacher(s) training: perspectives on the curriculum of the Pedagogy course od Federal University of Uberlândia (UFU) and its epistemic textures
Incidencias decoloniales en la formación de maestras(os) : perspectivas sobre el currículo del curso de Pedagogía de la Universidad Federal de Uberlândia (UFU) y sus construcciones epistémicas
Incidências decoloniais na formação de professoras(es): perspectivas sobre o currículo do curso de Pedagogia da Universidade Federal de Uberlândia (UFU) e suas tessituras epistêmicas
title Decolonial incidents in the teacher(s) training: perspectives on the curriculum of the Pedagogy course od Federal University of Uberlândia (UFU) and its epistemic textures
spellingShingle Decolonial incidents in the teacher(s) training: perspectives on the curriculum of the Pedagogy course od Federal University of Uberlândia (UFU) and its epistemic textures
Silva, Ishangly Juana da
Curriculum
Decoloniality
University pedagogy
Currículo
Decolonialidade
Pedagogia universitária
Currículo
Decolonialidad
Pedagogía universitaria
title_short Decolonial incidents in the teacher(s) training: perspectives on the curriculum of the Pedagogy course od Federal University of Uberlândia (UFU) and its epistemic textures
title_full Decolonial incidents in the teacher(s) training: perspectives on the curriculum of the Pedagogy course od Federal University of Uberlândia (UFU) and its epistemic textures
title_fullStr Decolonial incidents in the teacher(s) training: perspectives on the curriculum of the Pedagogy course od Federal University of Uberlândia (UFU) and its epistemic textures
title_full_unstemmed Decolonial incidents in the teacher(s) training: perspectives on the curriculum of the Pedagogy course od Federal University of Uberlândia (UFU) and its epistemic textures
title_sort Decolonial incidents in the teacher(s) training: perspectives on the curriculum of the Pedagogy course od Federal University of Uberlândia (UFU) and its epistemic textures
author Silva, Ishangly Juana da
author_facet Silva, Ishangly Juana da
Campos, Vanessa Therezinha Bueno
author_role author
author2 Campos, Vanessa Therezinha Bueno
author2_role author
dc.contributor.author.fl_str_mv Silva, Ishangly Juana da
Campos, Vanessa Therezinha Bueno
dc.subject.por.fl_str_mv Curriculum
Decoloniality
University pedagogy
Currículo
Decolonialidade
Pedagogia universitária
Currículo
Decolonialidad
Pedagogía universitaria
topic Curriculum
Decoloniality
University pedagogy
Currículo
Decolonialidade
Pedagogia universitária
Currículo
Decolonialidad
Pedagogía universitaria
description This text presents the reflections arising from the academic master’s research in education carried out within the scope of the Postgraduate Program in Education of the Faculty of Education of Federal University of Uberlândia (PPGED/FACED/UFU). The study aimed to problematize the higher education curriculum, specifically the teacher training, from the assumptions elucidated by decoloniality. We established interlocutions with University Pedagogy and sought to understand how ethnic-racial discussion is placed in the curricular context of undergraduate Pedagogy at that institution. In the meantime, the methodological option adopted in this research was based on the bibliographic review, with the analysis of the Political Pedagogical Projects (PPPs) and the records of the disciplines of two undergraduate courses in Pedagogy of UFU at Campi Pontal, in Ituiutaba/MG, and Santa Monica, in Uberlândia/MG. We consider that the problematizations regarding the decolonization of the teacher training curriculum, from the perspective of education for ethnic-racial relations, are necessary as tensions to the hegemonic model of knowledge production. Thus, we emphasize that the process of teacher training must be involved in discussions concerning decolonial guidelines, which provides, together with students, curricular experiences that express their individual and collective identities.
publishDate 2024
dc.date.none.fl_str_mv 2024-04-08
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Texto
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8671453
10.20396/etd.v26i00.8671453
url https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8671453
identifier_str_mv 10.20396/etd.v26i00.8671453
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8671453/33775
dc.rights.driver.fl_str_mv Copyright (c) 2024 ETD - Educação Temática Digital
https://creativecommons.org/licenses/by-nc-nd/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2024 ETD - Educação Temática Digital
https://creativecommons.org/licenses/by-nc-nd/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.coverage.none.fl_str_mv Brazil; Contemporary
Brasil; Contemporáneo
Brasil; Contemporâneo
dc.publisher.none.fl_str_mv Universidade Estadual de Campinas
publisher.none.fl_str_mv Universidade Estadual de Campinas
dc.source.none.fl_str_mv ETD - Educação Temática Digital; Vol. 26 (2024): Continuous publication; e024022
ETD - Educação Temática Digital; Vol. 26 (2024): Publicación continua; e024022
ETD - Educação Temática Digital; v. 26 (2024): Publicação contínua; e024022
1676-2592
reponame:ETD - Educação Temática Digital
instname:Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
instname_str Universidade Estadual de Campinas (UNICAMP)
instacron_str UNICAMP
institution UNICAMP
reponame_str ETD - Educação Temática Digital
collection ETD - Educação Temática Digital
repository.name.fl_str_mv ETD - Educação Temática Digital - Universidade Estadual de Campinas (UNICAMP)
repository.mail.fl_str_mv ppec@unicamp.br||acdiasjr@gmail.com||etd@unicamp.br|| gilbfe@unicamp.br
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