Interculturalizing teacher training: Readings for the epistemological opening in graduation for teachers curriculum
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Educação Ciência e Cultura |
Texto Completo: | https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/4429 |
Resumo: | The issue of cultural differences has been the focus of many contemporary educational studies. It seeks to build an education open to differences, guided by the respect and appreciation of diversity, which requires rethinking the initial and continuing training of teachers. In this sense, the objective of this theoretical study (VILAÇA, 2010) is to discuss the possibility of critically interculturalizing teacher training. We discuss the asymmetric relations produced by the coloniality of power (QUIJANO, 1992), understanding cultural differences as discursive creations (SILVA, 2014) historically hierarchical in a monocultural education (VEIGA-NETO, 2003) that has been strongly questioned by other subjects and others pedagogies (ARROYO, 2012). The perspective of intercultural education (CANDAU, 2016) emerges in this context by proposing a radical opening to differences (WALSH, 2010), including studies on teacher education (CANEN, XAVIER, 2005 and MELO, 2014). In this context, the proposition made in this work is that graduation teachers´ courses include in their curriculum non-western epistemologies in order to radically interculturalize teacher training. Finally, we consider that this proposal is a challenge that drives the creation of other ways of educating. |
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Interculturalizing teacher training: Readings for the epistemological opening in graduation for teachers curriculumInterculturalizar a formação de professores: leituras pela abertura epistemológica nos currículos de licenciaturasTeacher Training; Critical Interculturality; Epistemological Diversity.Educação; Formação de professores; InterculturalidadeFormação de Professores; Interculturalidade Crítica; Diversidade Epistemológica.The issue of cultural differences has been the focus of many contemporary educational studies. It seeks to build an education open to differences, guided by the respect and appreciation of diversity, which requires rethinking the initial and continuing training of teachers. In this sense, the objective of this theoretical study (VILAÇA, 2010) is to discuss the possibility of critically interculturalizing teacher training. We discuss the asymmetric relations produced by the coloniality of power (QUIJANO, 1992), understanding cultural differences as discursive creations (SILVA, 2014) historically hierarchical in a monocultural education (VEIGA-NETO, 2003) that has been strongly questioned by other subjects and others pedagogies (ARROYO, 2012). The perspective of intercultural education (CANDAU, 2016) emerges in this context by proposing a radical opening to differences (WALSH, 2010), including studies on teacher education (CANEN, XAVIER, 2005 and MELO, 2014). In this context, the proposition made in this work is that graduation teachers´ courses include in their curriculum non-western epistemologies in order to radically interculturalize teacher training. Finally, we consider that this proposal is a challenge that drives the creation of other ways of educating.A questão das diferenças culturais tem sido foco de muitos estudos educacionais contemporâneos. Busca-se, construir uma educação aberta às diferenças pautada no respeito e, na valorização da diversidade, o que exige repensar a formação inicial e continuada de professores. Assim, o objetivo deste estudo, de caráter teórico, (VILAÇA, 2010) é discutir a possibilidade de interculturalizar criticamente a formação de professores. Problematizamos as relações assimétricas produzidas pela colonialidade do poder (QUIJANO, 1992), entendendo as diferenças culturais como, criações discursivas (SILVA, 2014) historicamente hierarquizadas em uma educação monocultural (VEIGA-NETO, 2003) que vem sendo fortemente questionada por outros sujeitos e outras pedagogias (ARROYO, 2012). A perspectiva de educação intercultural (CANDAU, 2016) emerge neste contexto propondo uma abertura radical às diferenças (WALSH, 2010), inclusive em estudos sobre a formação de professores (CANEN; XAVIER, 2005; MELO 2014). Diante desta conjuntura, a proposição feita neste trabalho é que os cursos de licenciatura incluam em seus currículos epistemologias não-ocidentais a fim de interculturalizar radicalmente a formação de professores. Por fim, consideramos que esta proposta é um desafio que impulsiona a criação de outros modos de educar.Universidade LaSalle - Unilasalle CanoasCoordenadoria de Aperfeiçoamento de Pessoal de Nível SuperiorSant'Ana, Jonathas Vilas Boas deSuanno, João HenriqueSilva, Yara Fonseca de Oliveira e2018-10-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unilasalle.edu.br/index.php/Educacao/article/view/442910.18316/recc.v23i2.4429Educação, Ciência e Cultura; v. 23, n. 2 (2018); p. 29-452236-6377reponame:Revista Educação Ciência e Culturainstname:Universidade La Salle (UNILASALLE)instacron:UNILASALLEporhttps://revistas.unilasalle.edu.br/index.php/Educacao/article/view/4429/pdfDireitos autorais 2018 Educação, Ciência e Culturainfo:eu-repo/semantics/openAccess2018-10-07T19:19:35Zoai:ojs.revistas.unilasalle.edu.br:article/4429Revistahttps://revistas.unilasalle.edu.br/index.php/Educacao/indexONGhttps://revistas.unilasalle.edu.br/index.php/Educacao/oairevistas@unilasalle.edu.br||revista.educacao@unilasalle.edu.br2236-63772238-7293opendoar:2018-10-07T19:19:35Revista Educação Ciência e Cultura - Universidade La Salle (UNILASALLE)false |
dc.title.none.fl_str_mv |
Interculturalizing teacher training: Readings for the epistemological opening in graduation for teachers curriculum Interculturalizar a formação de professores: leituras pela abertura epistemológica nos currículos de licenciaturas |
title |
Interculturalizing teacher training: Readings for the epistemological opening in graduation for teachers curriculum |
spellingShingle |
Interculturalizing teacher training: Readings for the epistemological opening in graduation for teachers curriculum Sant'Ana, Jonathas Vilas Boas de Teacher Training; Critical Interculturality; Epistemological Diversity. Educação; Formação de professores; Interculturalidade Formação de Professores; Interculturalidade Crítica; Diversidade Epistemológica. |
title_short |
Interculturalizing teacher training: Readings for the epistemological opening in graduation for teachers curriculum |
title_full |
Interculturalizing teacher training: Readings for the epistemological opening in graduation for teachers curriculum |
title_fullStr |
Interculturalizing teacher training: Readings for the epistemological opening in graduation for teachers curriculum |
title_full_unstemmed |
Interculturalizing teacher training: Readings for the epistemological opening in graduation for teachers curriculum |
title_sort |
Interculturalizing teacher training: Readings for the epistemological opening in graduation for teachers curriculum |
author |
Sant'Ana, Jonathas Vilas Boas de |
author_facet |
Sant'Ana, Jonathas Vilas Boas de Suanno, João Henrique Silva, Yara Fonseca de Oliveira e |
author_role |
author |
author2 |
Suanno, João Henrique Silva, Yara Fonseca de Oliveira e |
author2_role |
author author |
dc.contributor.none.fl_str_mv |
Coordenadoria de Aperfeiçoamento de Pessoal de Nível Superior |
dc.contributor.author.fl_str_mv |
Sant'Ana, Jonathas Vilas Boas de Suanno, João Henrique Silva, Yara Fonseca de Oliveira e |
dc.subject.none.fl_str_mv |
|
dc.subject.por.fl_str_mv |
Teacher Training; Critical Interculturality; Epistemological Diversity. Educação; Formação de professores; Interculturalidade Formação de Professores; Interculturalidade Crítica; Diversidade Epistemológica. |
topic |
Teacher Training; Critical Interculturality; Epistemological Diversity. Educação; Formação de professores; Interculturalidade Formação de Professores; Interculturalidade Crítica; Diversidade Epistemológica. |
description |
The issue of cultural differences has been the focus of many contemporary educational studies. It seeks to build an education open to differences, guided by the respect and appreciation of diversity, which requires rethinking the initial and continuing training of teachers. In this sense, the objective of this theoretical study (VILAÇA, 2010) is to discuss the possibility of critically interculturalizing teacher training. We discuss the asymmetric relations produced by the coloniality of power (QUIJANO, 1992), understanding cultural differences as discursive creations (SILVA, 2014) historically hierarchical in a monocultural education (VEIGA-NETO, 2003) that has been strongly questioned by other subjects and others pedagogies (ARROYO, 2012). The perspective of intercultural education (CANDAU, 2016) emerges in this context by proposing a radical opening to differences (WALSH, 2010), including studies on teacher education (CANEN, XAVIER, 2005 and MELO, 2014). In this context, the proposition made in this work is that graduation teachers´ courses include in their curriculum non-western epistemologies in order to radically interculturalize teacher training. Finally, we consider that this proposal is a challenge that drives the creation of other ways of educating. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-10-02 |
dc.type.none.fl_str_mv |
|
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://revistas.unilasalle.edu.br/index.php/Educacao/article/view/4429 10.18316/recc.v23i2.4429 |
url |
https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/4429 |
identifier_str_mv |
10.18316/recc.v23i2.4429 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/4429/pdf |
dc.rights.driver.fl_str_mv |
Direitos autorais 2018 Educação, Ciência e Cultura info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Direitos autorais 2018 Educação, Ciência e Cultura |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade LaSalle - Unilasalle Canoas |
publisher.none.fl_str_mv |
Universidade LaSalle - Unilasalle Canoas |
dc.source.none.fl_str_mv |
Educação, Ciência e Cultura; v. 23, n. 2 (2018); p. 29-45 2236-6377 reponame:Revista Educação Ciência e Cultura instname:Universidade La Salle (UNILASALLE) instacron:UNILASALLE |
instname_str |
Universidade La Salle (UNILASALLE) |
instacron_str |
UNILASALLE |
institution |
UNILASALLE |
reponame_str |
Revista Educação Ciência e Cultura |
collection |
Revista Educação Ciência e Cultura |
repository.name.fl_str_mv |
Revista Educação Ciência e Cultura - Universidade La Salle (UNILASALLE) |
repository.mail.fl_str_mv |
revistas@unilasalle.edu.br||revista.educacao@unilasalle.edu.br |
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1788165869772210176 |