Teacher training: teaching knowledge for an intercultural performance

Detalhes bibliográficos
Autor(a) principal: Sousa, Lizandra Sodré
Data de Publicação: 2022
Outros Autores: Sousa, Fausto Ricardo Silva, Silva, Maria Zilma Rodrigues, Freitas, Suzana Rossi Pereira Chaves de, Rodrigues, Maria dos Reis Dias, Conceição, Sônia Maria de Jesus da, Arruda, Jaciara da Silva, Carvalho, Herli de Sousa
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/26394
Resumo: The multiplicity of sociocultural groups that integrate the educational space is a reality present in Brazilian schools. Despite this reality, there is no adequate approach regarding pedagogical practices about cultural differences in school daily life, especially because there is no teacher training leading to a deeper understanding of this subject. It is in this universe that the present paper is situated. In this sense, we aim to analyze teaching knowledge necessary for teacher training to act interculturally. This research follows a qualitative approach. We use literature review based on studies from authors who discuss teacher training, such as Selma Garrido Pimenta (2012) and Miguel González Arroyo (2008, 2013, 2014a, 2014b), and those who address the issue of interculturality in educational practices, such as: Vera Maria Candau (2008, 2012, 2014, 2016), Nilma Nilo Gomes (2007) and Reinaldo Matias Fleuri (2018a, 2018b). We conclude by emphasizing that to advance in this perspective, it is necessary to include the study of interculturality, among the essential knowledge in the processes of teacher training to support democratic pedagogical practices.
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spelling Teacher training: teaching knowledge for an intercultural performanceFormación docente: saberes docentes para el desempeño interculturalFormação de professores: saberes docentes para uma atuação interculturalTeacher trainingInterculturalityTeaching knowledgeTeaching.Formación docenteInterculturalidadEnseñanza del conocimientoEnseñanza. Formação de professoresInterculturalidadeSaberes docentesEnsino. The multiplicity of sociocultural groups that integrate the educational space is a reality present in Brazilian schools. Despite this reality, there is no adequate approach regarding pedagogical practices about cultural differences in school daily life, especially because there is no teacher training leading to a deeper understanding of this subject. It is in this universe that the present paper is situated. In this sense, we aim to analyze teaching knowledge necessary for teacher training to act interculturally. This research follows a qualitative approach. We use literature review based on studies from authors who discuss teacher training, such as Selma Garrido Pimenta (2012) and Miguel González Arroyo (2008, 2013, 2014a, 2014b), and those who address the issue of interculturality in educational practices, such as: Vera Maria Candau (2008, 2012, 2014, 2016), Nilma Nilo Gomes (2007) and Reinaldo Matias Fleuri (2018a, 2018b). We conclude by emphasizing that to advance in this perspective, it is necessary to include the study of interculturality, among the essential knowledge in the processes of teacher training to support democratic pedagogical practices.La multiplicidad de grupos socioculturales que integran el espacio educativo es una realidad presente en las escuelas brasileñas. A pesar de esta realidad, no existe un abordaje adecuado en cuanto a las prácticas pedagógicas respecto a las diferencias culturales en el cotidiano escolar, sobre todo como consecuencia de la falta de formación docente que pueda conducir a una comprensión más profunda del tema. Es en este universo que se sitúa el presente trabajo. En este sentido, nos proponemos analizar los saberes didácticos necesarios para la formación de docentes para un desempeño intercultural. La investigación se enmarca en un enfoque cualitativo. Utilizamos la revisión bibliográfica a partir de estudios de autores que abordan la formación docente, como Selma Garrido Pimenta (2012) y Miguel González Arroyo (2008, 2013, 2014a, 2014b), y de aquellos dedicados a abordar el tema de la interculturalidad en las prácticas educativas, como: Vera María Candau (2008, 2012, 2014, 2016), Nilma Nilo Gomes (2007) y Reinaldo Matias Fleuri (2018a, 2018b). Concluimos enfatizando que, para avanzar en esta perspectiva, es necesario incluir el estudio de la interculturalidad, entre los saberes esenciales en los procesos de formación docente que puedan sustentar prácticas pedagógicas democráticas.A multiplicidade de grupos socioculturais que integram o espaço educativo é uma realidade presente nas escolas brasileiras. A despeito desta realidade, não se observa uma adequada abordagem no que diz respeito às práticas pedagógicas quanto às diferenças culturais no cotidiano escolar, especialmente em decorrência de não haver uma formação de professores que possa conduzir a um aprofundamento na temática. É nesse universo que se situa o presente trabalho. Nesse sentido, temos como objetivo analisar os saberes docentes necessários à formação de professores para uma atuação intercultural. A pesquisa se insere na abordagem qualitativa. Utilizamos a revisão bibliográfica a partir de estudos de autores que discutem a formação de professores, como Selma Garrido Pimenta (2012) e Miguel González Arroyo (2008, 2013, 2014a, 2014b), e aos que se dedicam a abordar a temática da interculturalidade nas práticas educativas, tais como: Vera Maria Candau (2008, 2012, 2014, 2016), Nilma Nilo Gomes (2007) e Reinaldo Matias Fleuri (2018a, 2018b). Concluímos, enfatizando que para avançar nessa perspectiva, há a necessidade da inserção do estudo da interculturalidade, dentre os saberes imprescindíveis nos processos de formação docente que possam subsidiar práticas pedagógicas democráticas.Research, Society and Development2022-02-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2639410.33448/rsd-v11i3.26394Research, Society and Development; Vol. 11 No. 3; e22211326394Research, Society and Development; Vol. 11 Núm. 3; e22211326394Research, Society and Development; v. 11 n. 3; e222113263942525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/26394/23175Copyright (c) 2022 Lizandra Sodré Sousa; Fausto Ricardo Silva Sousa; Maria Zilma Rodrigues Silva; Suzana Rossi Pereira Chaves de Freitas; Maria dos Reis Dias Rodrigues; Sônia Maria de Jesus da Conceição; Jaciara da Silva Arruda; Herli de Sousa Carvalhohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSousa, Lizandra SodréSousa, Fausto Ricardo SilvaSilva, Maria Zilma RodriguesFreitas, Suzana Rossi Pereira Chaves deRodrigues, Maria dos Reis DiasConceição, Sônia Maria de Jesus daArruda, Jaciara da SilvaCarvalho, Herli de Sousa2022-03-09T13:44:38Zoai:ojs.pkp.sfu.ca:article/26394Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2022-03-09T13:44:38Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Teacher training: teaching knowledge for an intercultural performance
Formación docente: saberes docentes para el desempeño intercultural
Formação de professores: saberes docentes para uma atuação intercultural
title Teacher training: teaching knowledge for an intercultural performance
spellingShingle Teacher training: teaching knowledge for an intercultural performance
Sousa, Lizandra Sodré
Teacher training
Interculturality
Teaching knowledge
Teaching.
Formación docente
Interculturalidad
Enseñanza del conocimiento
Enseñanza.
Formação de professores
Interculturalidade
Saberes docentes
Ensino.
title_short Teacher training: teaching knowledge for an intercultural performance
title_full Teacher training: teaching knowledge for an intercultural performance
title_fullStr Teacher training: teaching knowledge for an intercultural performance
title_full_unstemmed Teacher training: teaching knowledge for an intercultural performance
title_sort Teacher training: teaching knowledge for an intercultural performance
author Sousa, Lizandra Sodré
author_facet Sousa, Lizandra Sodré
Sousa, Fausto Ricardo Silva
Silva, Maria Zilma Rodrigues
Freitas, Suzana Rossi Pereira Chaves de
Rodrigues, Maria dos Reis Dias
Conceição, Sônia Maria de Jesus da
Arruda, Jaciara da Silva
Carvalho, Herli de Sousa
author_role author
author2 Sousa, Fausto Ricardo Silva
Silva, Maria Zilma Rodrigues
Freitas, Suzana Rossi Pereira Chaves de
Rodrigues, Maria dos Reis Dias
Conceição, Sônia Maria de Jesus da
Arruda, Jaciara da Silva
Carvalho, Herli de Sousa
author2_role author
author
author
author
author
author
author
dc.contributor.author.fl_str_mv Sousa, Lizandra Sodré
Sousa, Fausto Ricardo Silva
Silva, Maria Zilma Rodrigues
Freitas, Suzana Rossi Pereira Chaves de
Rodrigues, Maria dos Reis Dias
Conceição, Sônia Maria de Jesus da
Arruda, Jaciara da Silva
Carvalho, Herli de Sousa
dc.subject.por.fl_str_mv Teacher training
Interculturality
Teaching knowledge
Teaching.
Formación docente
Interculturalidad
Enseñanza del conocimiento
Enseñanza.
Formação de professores
Interculturalidade
Saberes docentes
Ensino.
topic Teacher training
Interculturality
Teaching knowledge
Teaching.
Formación docente
Interculturalidad
Enseñanza del conocimiento
Enseñanza.
Formação de professores
Interculturalidade
Saberes docentes
Ensino.
description The multiplicity of sociocultural groups that integrate the educational space is a reality present in Brazilian schools. Despite this reality, there is no adequate approach regarding pedagogical practices about cultural differences in school daily life, especially because there is no teacher training leading to a deeper understanding of this subject. It is in this universe that the present paper is situated. In this sense, we aim to analyze teaching knowledge necessary for teacher training to act interculturally. This research follows a qualitative approach. We use literature review based on studies from authors who discuss teacher training, such as Selma Garrido Pimenta (2012) and Miguel González Arroyo (2008, 2013, 2014a, 2014b), and those who address the issue of interculturality in educational practices, such as: Vera Maria Candau (2008, 2012, 2014, 2016), Nilma Nilo Gomes (2007) and Reinaldo Matias Fleuri (2018a, 2018b). We conclude by emphasizing that to advance in this perspective, it is necessary to include the study of interculturality, among the essential knowledge in the processes of teacher training to support democratic pedagogical practices.
publishDate 2022
dc.date.none.fl_str_mv 2022-02-19
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://rsdjournal.org/index.php/rsd/article/view/26394
10.33448/rsd-v11i3.26394
url https://rsdjournal.org/index.php/rsd/article/view/26394
identifier_str_mv 10.33448/rsd-v11i3.26394
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/26394/23175
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 11 No. 3; e22211326394
Research, Society and Development; Vol. 11 Núm. 3; e22211326394
Research, Society and Development; v. 11 n. 3; e22211326394
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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