For a colonial carrego, a decolonial ebó: Knowledge and practices of the Terreiro's Pedagogy and its contribution to teacher education

Detalhes bibliográficos
Autor(a) principal: Feitosa, Belijane Marques
Data de Publicação: 2023
Outros Autores: Dias, Alfrancio Ferreira
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Revista @mbienteeducação
Texto Completo: https://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1241
Resumo: This research aimed to analyze how the Pedagogy of Terreiro and the teachings rooted in and experienced through macumbas can contribute to an epistemic-methodological reconsideration of teacher education, fostering the decolonization of knowledge. Drawing on a decolonial theoretical-methodological approach, we engaged in the auto(orís)etnografia process to narrate experiences of being, living, educating, and existing in the world. The argument was divided into three axes: the discussion of whether the knowledge and practices of the Pedagogy of Terreiro can walk alongside the knowledge of school pedagogy from a decolonial perspective; composing constructive dialogues based on a decolonial premise that values the ability of those considered others and absent from academia, to compose curricula with African references; narrating how the knowledge and practices of the Pedagogy of Terreiro can articulate with the knowledge of pedagogy in the university and weave networks that enable a teacher education influenced by decoloniality. Based on the auto(orís)etnografia of the first author, we concluded that to break away from the colonial nature of teacher education and teaching, we created ebós of knowledge to open paths to be traversed through the crossroads of the Pedagogy of Terreiro. The terreiro is a movement followed by the creation of teachings and learnings that connect bodies, knowledge, and memories as powers for an anti-racist, anti-sexist, and counter-colonial teacher education.
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spelling For a colonial carrego, a decolonial ebó: Knowledge and practices of the Terreiro's Pedagogy and its contribution to teacher educationPor una carga colonial, un ebó decolonial: Conocimientos y prácticas de la Pedagogía del Terreiro y su contribución a la formación docentePara um carrego colonial, um ebó decolonial: Saberes e fazeres da Pedagogia do Terreiro e sua contribuição para formação de professoresAuto(orís)etnografíaDecolonialidadPedagogía del TerreiroAuto(orís)etnografiaDecolonialidadePedagogia de TerreiroAuto(orís)ethnographyDecolonialityTerreiro PedagogyThis research aimed to analyze how the Pedagogy of Terreiro and the teachings rooted in and experienced through macumbas can contribute to an epistemic-methodological reconsideration of teacher education, fostering the decolonization of knowledge. Drawing on a decolonial theoretical-methodological approach, we engaged in the auto(orís)etnografia process to narrate experiences of being, living, educating, and existing in the world. The argument was divided into three axes: the discussion of whether the knowledge and practices of the Pedagogy of Terreiro can walk alongside the knowledge of school pedagogy from a decolonial perspective; composing constructive dialogues based on a decolonial premise that values the ability of those considered others and absent from academia, to compose curricula with African references; narrating how the knowledge and practices of the Pedagogy of Terreiro can articulate with the knowledge of pedagogy in the university and weave networks that enable a teacher education influenced by decoloniality. Based on the auto(orís)etnografia of the first author, we concluded that to break away from the colonial nature of teacher education and teaching, we created ebós of knowledge to open paths to be traversed through the crossroads of the Pedagogy of Terreiro. The terreiro is a movement followed by the creation of teachings and learnings that connect bodies, knowledge, and memories as powers for an anti-racist, anti-sexist, and counter-colonial teacher education.Esta investigación se propuso analizar cómo la Pedagogía del Terreiro y las enseñanzas basadas y experimentadas en las macumbas pueden contribuir a un replanteamiento epistémico-metodológico sobre la formación docente, colaborando con la descolonización del conocimiento. Desde un enfoque teórico-metodológico decolonial, reflexionamos a través de un proceso de auto(orís)etnografía para narrar experiencias de ser/vivir/formar/ser en el mundo. El argumento se dividió en tres ejes: la discusión de la perspectiva de si el conocimiento y las prácticas de la pedagogía del terreiro pueden caminar junto con el conocimiento de la pedagogía escolar, en una perspectiva decolonial; componer diálogos formativos en una premisa decolonial de valorar el conocimiento de aquellos considerados otros, ausentes de la academia, en el sentido de componer currículos afroreferenciados; narrar cómo los conocimientos y prácticas de la pedagogía del terreiro pueden articularse con los conocimientos de pedagogía en la Universidad y tejer redes que posibiliten una formación docente atravesada por la decolonialidad. A partir de auto(orís)etnografía del primer autor, concluimos que, para el cargo colonial de la formación docente y la enseñanza, componemos ebós de conocimiento para abrir caminos a ser atravesados por encrucijadas de las pedagogías del terreiro. El terreiro es movimiento, seguido de la elaboración de enseñanzas y aprendizajes que conectan cuerpos, conocimientos y memorias como poderes para una formación docente antirracista, antisexista y contracolonial.Esta pesquisa objetivou analisar como a Pedagogia do Terreiro e os ensinamentos fundamentados e vivenciados nas macumbas podem contribuir para um repensar epistêmico-metodológico sobre a formação de professores, colaborando com a decolonização do conhecimento. A partir de uma abordagem teórico-metodológica decolonial, refletimos por meio de um processo de auto(orís)etnografia para narrar experiências de ser/viver/formar/estar no mundo. O argumento foi dividido em três eixos: a discussão da perspectiva de se os saberes e fazeres da pedagogia do terreiro podem caminhar junto aos saberes da pedagogia escolar, numa perspectiva decolonial; compor interlocuções formativas numa premissa decolonial de valorização dos conhecimentos dos considerados outros, ausentes da academia, no sentido de compor currículos afrorreferenciados; narrar como os saberes e fazeres da pedagogia do terreiro podem se articular com os saberes da pedagogia na Universidade e trançar teias que possibilitem uma formação de professores atravessada pela decolonialidade. A partir da auto(orís)etnografia da primeira autora, concluímos que para carrego colonial da formação docente e da docência, compomos ebós de saberes para abrir caminhos a serem atravessados por encruzilhamentos das pedagogias do terreiro. O terreiro é movência, seguido da feitura de ensinagens e aprendizagens que conectem corpos, saberes e memórias como potências para uma formação docente antirracista, antissexista e contracolonial.Universidade Cidade de São Paulo2023-05-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfapplication/pdftext/htmlhttps://publicacoes.unicid.edu.br/ambienteeducacao/article/view/124110.26843/ae.v16i00.1241Revista @mbienteeducação; (2023) v. 16, Publicação Contínua; e023005Revista @mbienteeducação; (2023) v. 16, Publicação Contínua; e023005Revista @mbienteeducação; (2023) v. 16, Publicação Contínua; e0230051982-863210.26843/ae.v16i00reponame:Revista @mbienteeducaçãoinstname:Universidade Cidade de São Paulo (UNICID)instacron:UNICIDporenghttps://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1241/1037https://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1241/1038https://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1241/1039https://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1241/1036Copyright (c) 2023 Belijane Marques Feitosa, Alfrancio Ferreira Diasinfo:eu-repo/semantics/openAccessFeitosa, Belijane MarquesDias, Alfrancio Ferreira2024-03-26T21:50:09Zoai:ojs.pkp.sfu.ca:article/1241Revistahttp://publicacoes.unicid.edu.br/index.php/ambienteeducacao/oai1982-86321982-8632opendoar:2024-03-26T21:50:09Revista @mbienteeducação - Universidade Cidade de São Paulo (UNICID)false
dc.title.none.fl_str_mv For a colonial carrego, a decolonial ebó: Knowledge and practices of the Terreiro's Pedagogy and its contribution to teacher education
Por una carga colonial, un ebó decolonial: Conocimientos y prácticas de la Pedagogía del Terreiro y su contribución a la formación docente
Para um carrego colonial, um ebó decolonial: Saberes e fazeres da Pedagogia do Terreiro e sua contribuição para formação de professores
title For a colonial carrego, a decolonial ebó: Knowledge and practices of the Terreiro's Pedagogy and its contribution to teacher education
spellingShingle For a colonial carrego, a decolonial ebó: Knowledge and practices of the Terreiro's Pedagogy and its contribution to teacher education
Feitosa, Belijane Marques
Auto(orís)etnografía
Decolonialidad
Pedagogía del Terreiro
Auto(orís)etnografia
Decolonialidade
Pedagogia de Terreiro
Auto(orís)ethnography
Decoloniality
Terreiro Pedagogy
title_short For a colonial carrego, a decolonial ebó: Knowledge and practices of the Terreiro's Pedagogy and its contribution to teacher education
title_full For a colonial carrego, a decolonial ebó: Knowledge and practices of the Terreiro's Pedagogy and its contribution to teacher education
title_fullStr For a colonial carrego, a decolonial ebó: Knowledge and practices of the Terreiro's Pedagogy and its contribution to teacher education
title_full_unstemmed For a colonial carrego, a decolonial ebó: Knowledge and practices of the Terreiro's Pedagogy and its contribution to teacher education
title_sort For a colonial carrego, a decolonial ebó: Knowledge and practices of the Terreiro's Pedagogy and its contribution to teacher education
author Feitosa, Belijane Marques
author_facet Feitosa, Belijane Marques
Dias, Alfrancio Ferreira
author_role author
author2 Dias, Alfrancio Ferreira
author2_role author
dc.contributor.author.fl_str_mv Feitosa, Belijane Marques
Dias, Alfrancio Ferreira
dc.subject.por.fl_str_mv Auto(orís)etnografía
Decolonialidad
Pedagogía del Terreiro
Auto(orís)etnografia
Decolonialidade
Pedagogia de Terreiro
Auto(orís)ethnography
Decoloniality
Terreiro Pedagogy
topic Auto(orís)etnografía
Decolonialidad
Pedagogía del Terreiro
Auto(orís)etnografia
Decolonialidade
Pedagogia de Terreiro
Auto(orís)ethnography
Decoloniality
Terreiro Pedagogy
description This research aimed to analyze how the Pedagogy of Terreiro and the teachings rooted in and experienced through macumbas can contribute to an epistemic-methodological reconsideration of teacher education, fostering the decolonization of knowledge. Drawing on a decolonial theoretical-methodological approach, we engaged in the auto(orís)etnografia process to narrate experiences of being, living, educating, and existing in the world. The argument was divided into three axes: the discussion of whether the knowledge and practices of the Pedagogy of Terreiro can walk alongside the knowledge of school pedagogy from a decolonial perspective; composing constructive dialogues based on a decolonial premise that values the ability of those considered others and absent from academia, to compose curricula with African references; narrating how the knowledge and practices of the Pedagogy of Terreiro can articulate with the knowledge of pedagogy in the university and weave networks that enable a teacher education influenced by decoloniality. Based on the auto(orís)etnografia of the first author, we concluded that to break away from the colonial nature of teacher education and teaching, we created ebós of knowledge to open paths to be traversed through the crossroads of the Pedagogy of Terreiro. The terreiro is a movement followed by the creation of teachings and learnings that connect bodies, knowledge, and memories as powers for an anti-racist, anti-sexist, and counter-colonial teacher education.
publishDate 2023
dc.date.none.fl_str_mv 2023-05-23
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1241
10.26843/ae.v16i00.1241
url https://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1241
identifier_str_mv 10.26843/ae.v16i00.1241
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1241/1037
https://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1241/1038
https://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1241/1039
https://publicacoes.unicid.edu.br/ambienteeducacao/article/view/1241/1036
dc.rights.driver.fl_str_mv Copyright (c) 2023 Belijane Marques Feitosa, Alfrancio Ferreira Dias
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Belijane Marques Feitosa, Alfrancio Ferreira Dias
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/pdf
application/pdf
text/html
dc.publisher.none.fl_str_mv Universidade Cidade de São Paulo
publisher.none.fl_str_mv Universidade Cidade de São Paulo
dc.source.none.fl_str_mv Revista @mbienteeducação; (2023) v. 16, Publicação Contínua; e023005
Revista @mbienteeducação; (2023) v. 16, Publicação Contínua; e023005
Revista @mbienteeducação; (2023) v. 16, Publicação Contínua; e023005
1982-8632
10.26843/ae.v16i00
reponame:Revista @mbienteeducação
instname:Universidade Cidade de São Paulo (UNICID)
instacron:UNICID
instname_str Universidade Cidade de São Paulo (UNICID)
instacron_str UNICID
institution UNICID
reponame_str Revista @mbienteeducação
collection Revista @mbienteeducação
repository.name.fl_str_mv Revista @mbienteeducação - Universidade Cidade de São Paulo (UNICID)
repository.mail.fl_str_mv
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