Abstract
ABSTRACT. The present work aims to promote a reflection on the pedagogical proposal of an undergraduate course in Countryside Education from a Brazilian federal university under the theoretical perspective of interculturality. Interculturality is understood as a counter-epistemological and counter-hegemonic project that advocates the recognition and respect for cultural diversity and the political and social emancipation of subalternized peoples. Established in 2013 to meet the demand of SESU / SETEC / SECADI Notice no. 2/2012, the course aims to train teachers in the areas of Natural Sciences or Languages and Codes to work in the final years of elementary education and in high school in rural areas. This qualitative-exploratory study is based on documental and bibliographic research. The theoretical reflection comes from the ecology of knowledges (Santos, 2014), which problematizes the relations of coloniality of the scientific knowledge with other types of knowledge, as well as studies on interculturality (Fleuri, 2001; Walsh, 2009, 2010; Estermann, 2010; Guilherme & Dietz, 2015) and Countryside Education (Caldart, 2009; Freitas, 2011; Antunes-Rocha, 2011; Molina & Freitas, 2011; Molina & Antunes-Rocha, 2014). It is hoped that this work will stimulate proposals that dialogue with the intercultural reference framework, broadening the theoretical perspectives on the initial education of teachers in the context of Countryside Education in Brazil. Keywords: Critical Interculturality, Countryside Education, Teacher Education, Public Policies, Coloniality.
Highlights
The present work aims to promote a reflection on the pedagogical proposal of an undergraduate course in Countryside Education from a Brazilian federal university under the theoretical perspective of interculturality
Devido às profundas mudanças estruturais na sociedade contemporânea nas últimas décadas, impulsionadas principalmente pela globalização e pela diáspora de povos perseguidos ou cujos países estão em guerra ou sem condições de sobrevivência, discussões teóricas sobre educação e interculturalidade têm se intensificado de forma considerável
Tendo em vista que a discussão sobre interculturalidade e o respeito à diferença e à diversidade cultural na educação emerge no Brasil e na América Latina devido aos movimentos sociais (Fleuri, 2001), este trabalho objetiva discutir aspectos de uma proposta pedagógica de um curso de formação de educadores do campo de uma universidade federal brasileira, o qual é fruto de um desses movimentos, a saber: o
Summary
Interculturalidade na formação de professores do campo: análise de uma experiência. RESUMO. A reflexão teórica se dá a partir da ecologia dos saberes (Santos, 2014), que problematiza as relações de colonialidade do conhecimento científico com outros tipos de conhecimento, assim como das pesquisas sobre interculturalidade (Fleuri, 2001; Walsh, 2009, 2010; Estermann, 2010; Guilherme & Dietz, 2015) e Educação do Campo (Caldart, 2009; Freitas, 2011; Antunes-Rocha, 2011; Molina & Freitas, 2011; Molina & Antunes-Rocha, 2014). Espera-se com este trabalho estimular propostas que dialoguem com o referencial da interculturalidade, ampliando as perspectivas teóricas sobre a formação inicial de professores no contexto da Educação do Campo no Brasil. Interculturality in the education of countryside teachers: analysis of an experience
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