Marcas de colonialidade cultural na formação filosófico-educacional brasileira
Ano de defesa: | 2023 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , , , |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Nove de Julho
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://bibliotecatede.uninove.br/handle/tede/3235 |
Resumo: | This work presents the results of a research on the issue of marks of cultural coloniality in Brazilian philosophical-educational training. It aims to understand fundamental elements of the process of construction of the Brazilian philosophical-educational reality, bringing data to light to, consequently, problematize the root and presence of cultural coloniality in this field of our daily work. The questions that move this qualification report lead us to investigate what are the marks of coloniality, especially cultural, present in the process of philosophical-educational formation in Brazil and what original contributions the philosophy of Brazilian education has to offer in this regard. First, a small academic-professional memoir of the author is presented, punctuating the paths taken and until the arrival at the doctorate and challenges faced in the process of writing the report. Subsequently, the main stages and sections of the report are presented, with a view to providing a preview of what is systematized in each of its chapters. Regarding its methodology, this research report is the result of a bibliographical and documental research, with a qualitative approach, of a theoretical nature, with an exploratory procedure and under the primate orientation of the decolonial inflection, in complementary dialogues with the paradigms of interculturality, complexity and the evidentiary paradigm. Regarding the structure of the chapters, at first, the main categories of theoretical analysis to be developed are worked on, with the aim of clarifying the relationships between metropolitan culture and colonized cultures. In a second moment, it starts with the cultural discussion, seeking to explain the complementary relationship between decoloniality and interculturality and the concept of cultural coloniality. The next moment investigates the philosophical-educational matrices that most marked our intellectual formative process, starting, above all, from those most in force in Portugal between the XVI and XIX centuries. The fourth moment, in turn, focuses on the historical-philosophical course of Brazilian education, identifying historical periods, philosophical currents and possible marks of cultural coloniality inherited by us. In the fifth moment, finally, evidence of the main identified marks of cultural coloniality are presented, followed by counterpoints of decolonial resistance (marks of decoloniality) and important tasks that can be assumed as original contributions of the philosophy of Brazilian education. |
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Severino, Antônio Joaquimhttp://lattes.cnpq.br/4415326563786783Severino, Antônio Joaquimhttp://lattes.cnpq.br/4415326563786783Mariano, André Luiz SenaAndré Luiz SenaFaria, Marcos Roberto dehttp://lattes.cnpq.br/1615459773983790Dias, Elaine Teresinha Dal Mashttp://lattes.cnpq.br/8845723150146930Almeida, Cleide Rita Silvério dehttp://lattes.cnpq.br/8590883289472447http://lattes.cnpq.br/6411412202303140Messias, Elvis Rezende2023-12-01T21:56:56Z2023-10-06Messias, Elvis Rezende. Marcas de colonialidade cultural na formação filosófico-educacional brasileira. 2023. 348 f. Tese( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo.http://bibliotecatede.uninove.br/handle/tede/3235This work presents the results of a research on the issue of marks of cultural coloniality in Brazilian philosophical-educational training. It aims to understand fundamental elements of the process of construction of the Brazilian philosophical-educational reality, bringing data to light to, consequently, problematize the root and presence of cultural coloniality in this field of our daily work. The questions that move this qualification report lead us to investigate what are the marks of coloniality, especially cultural, present in the process of philosophical-educational formation in Brazil and what original contributions the philosophy of Brazilian education has to offer in this regard. First, a small academic-professional memoir of the author is presented, punctuating the paths taken and until the arrival at the doctorate and challenges faced in the process of writing the report. Subsequently, the main stages and sections of the report are presented, with a view to providing a preview of what is systematized in each of its chapters. Regarding its methodology, this research report is the result of a bibliographical and documental research, with a qualitative approach, of a theoretical nature, with an exploratory procedure and under the primate orientation of the decolonial inflection, in complementary dialogues with the paradigms of interculturality, complexity and the evidentiary paradigm. Regarding the structure of the chapters, at first, the main categories of theoretical analysis to be developed are worked on, with the aim of clarifying the relationships between metropolitan culture and colonized cultures. In a second moment, it starts with the cultural discussion, seeking to explain the complementary relationship between decoloniality and interculturality and the concept of cultural coloniality. The next moment investigates the philosophical-educational matrices that most marked our intellectual formative process, starting, above all, from those most in force in Portugal between the XVI and XIX centuries. The fourth moment, in turn, focuses on the historical-philosophical course of Brazilian education, identifying historical periods, philosophical currents and possible marks of cultural coloniality inherited by us. In the fifth moment, finally, evidence of the main identified marks of cultural coloniality are presented, followed by counterpoints of decolonial resistance (marks of decoloniality) and important tasks that can be assumed as original contributions of the philosophy of Brazilian education.O presente trabalho apresenta os resultados de uma pesquisa sobre a problemática das marcas de colonialidade cultural na formação filosófico-educacional brasileira. Seu objetivo geral é compreender elementos fundamentais do processo de construção da realidade filosófico-educacional brasileira, trazendo à baila dados para, consequentemente, problematizar a raiz e presença da colonialidade cultural nesse campo de nosso fazer cotidiano. A perspectiva é lidar com questões que nos levam a investigar quais são as marcas da colonialidade, sobretudo cultural, presentes no processo de formação filosófico-educacional do Brasil e que contribuições originais a filosofia da educação brasileira tem a oferecer diante disso. Primeiramente, é apresentado um pequeno memorial acadêmico-profissional do autor, pontuando percursos trilhados até a chegada ao doutorado e desafios enfrentados no processo de redação deste relatório. Em seguida, são apresentadas ainda as principais etapas e seções do relatório, com vistas a possibilitar uma visão prévia do que se encontra sistematizado em cada um dos seus capítulos. Do ponto de vista metodológico, este relatório de pesquisa é fruto de um trabalho bibliográfico-documental, de abordagem qualitativa, de natureza teórica, de procedimento do tipo exploratório e sob a orientação primaz da inflexão decolonial, em diálogos complementares com os paradigmas da interculturalidade, da complexidade e indiciário. Quanto à estruturação dos capítulos, num primeiro momento são trabalhadas as principais categorias de análise teórica a serem desenvolvidas, no intuito de esclarecer as relações entre a cultura metropolitana e as culturas colonizadas. Num segundo momento, parte-se para a discussão cultural, buscando explicitar a relação complementar entre a decolonialidade e a interculturalidade e o conceito de colonialidade cultural. O momento seguinte investiga as matrizes filosófico-educacionais que mais marcaram nosso processo formativo, partindo, sobretudo, daquelas mais vigentes em Portugal entre os séculos XVI e XIX. O quarto momento, por sua vez, debruça-se sobre o percurso histórico-filosófico da educação brasileira, identificando períodos históricos, correntes filosóficas e possíveis marcas de colonialidade cultural por nós herdadas. No quinto momento, por fim, são apresentados indícios das principais marcas de colonialidade cultural identificadas, seguidas de contrapontos de resistências decoloniais (marcas de decolonialidade) e importantes tarefas que podem ser assumidas como contribuições originais da filosofia da educação brasileira.Submitted by Nadir Basilio (nadirsb@uninove.br) on 2023-12-01T21:56:56Z No. of bitstreams: 1 Elvis Rezende Messias.pdf: 3089552 bytes, checksum: d72ac85dbca8b767f13078a495e1c572 (MD5)Made available in DSpace on 2023-12-01T21:56:56Z (GMT). No. of bitstreams: 1 Elvis Rezende Messias.pdf: 3089552 bytes, checksum: d72ac85dbca8b767f13078a495e1c572 (MD5) Previous issue date: 2023-10-06application/pdfporUniversidade Nove de JulhoPrograma de Pós-Graduação em EducaçãoUNINOVEBrasilEducaçãocolonialidade culturalepistemicídiodecolonialidadeeducação decolonialinterculturalidadecultural colonialityepistemicidedecolonialitydecolonial educationinterculturalityCIENCIAS HUMANAS::EDUCACAOMarcas de colonialidade cultural na formação filosófico-educacional brasileirainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis-240345818910352367600info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da Uninoveinstname:Universidade Nove de Julho (UNINOVE)instacron:UNINOVEORIGINALElvis Rezende Messias.pdfElvis Rezende Messias.pdfapplication/pdf3089552http://localhost:8080/tede/bitstream/tede/3235/2/Elvis+Rezende+Messias.pdfd72ac85dbca8b767f13078a495e1c572MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://localhost:8080/tede/bitstream/tede/3235/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/32352023-12-01 18:56:56.82oai:localhost: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Biblioteca Digital de Teses e Dissertaçõeshttp://bibliotecatede.uninove.br/PRIhttp://bibliotecatede.uninove.br/oai/requestbibliotecatede@uninove.br||bibliotecatede@uninove.bropendoar:2023-12-01T21:56:56Biblioteca Digital de Teses e Dissertações da Uninove - Universidade Nove de Julho (UNINOVE)false |
dc.title.por.fl_str_mv |
Marcas de colonialidade cultural na formação filosófico-educacional brasileira |
title |
Marcas de colonialidade cultural na formação filosófico-educacional brasileira |
spellingShingle |
Marcas de colonialidade cultural na formação filosófico-educacional brasileira Messias, Elvis Rezende colonialidade cultural epistemicídio decolonialidade educação decolonial interculturalidade cultural coloniality epistemicide decoloniality decolonial education interculturality CIENCIAS HUMANAS::EDUCACAO |
title_short |
Marcas de colonialidade cultural na formação filosófico-educacional brasileira |
title_full |
Marcas de colonialidade cultural na formação filosófico-educacional brasileira |
title_fullStr |
Marcas de colonialidade cultural na formação filosófico-educacional brasileira |
title_full_unstemmed |
Marcas de colonialidade cultural na formação filosófico-educacional brasileira |
title_sort |
Marcas de colonialidade cultural na formação filosófico-educacional brasileira |
author |
Messias, Elvis Rezende |
author_facet |
Messias, Elvis Rezende |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Severino, Antônio Joaquim |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4415326563786783 |
dc.contributor.referee1.fl_str_mv |
Severino, Antônio Joaquim |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/4415326563786783 |
dc.contributor.referee2.fl_str_mv |
Mariano, André Luiz Sena |
dc.contributor.referee2Lattes.fl_str_mv |
André Luiz Sena |
dc.contributor.referee3.fl_str_mv |
Faria, Marcos Roberto de |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/1615459773983790 |
dc.contributor.referee4.fl_str_mv |
Dias, Elaine Teresinha Dal Mas |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/8845723150146930 |
dc.contributor.referee5.fl_str_mv |
Almeida, Cleide Rita Silvério de |
dc.contributor.referee5Lattes.fl_str_mv |
http://lattes.cnpq.br/8590883289472447 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6411412202303140 |
dc.contributor.author.fl_str_mv |
Messias, Elvis Rezende |
contributor_str_mv |
Severino, Antônio Joaquim Severino, Antônio Joaquim Mariano, André Luiz Sena Faria, Marcos Roberto de Dias, Elaine Teresinha Dal Mas Almeida, Cleide Rita Silvério de |
dc.subject.por.fl_str_mv |
colonialidade cultural epistemicídio decolonialidade educação decolonial interculturalidade |
topic |
colonialidade cultural epistemicídio decolonialidade educação decolonial interculturalidade cultural coloniality epistemicide decoloniality decolonial education interculturality CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
cultural coloniality epistemicide decoloniality decolonial education interculturality |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
This work presents the results of a research on the issue of marks of cultural coloniality in Brazilian philosophical-educational training. It aims to understand fundamental elements of the process of construction of the Brazilian philosophical-educational reality, bringing data to light to, consequently, problematize the root and presence of cultural coloniality in this field of our daily work. The questions that move this qualification report lead us to investigate what are the marks of coloniality, especially cultural, present in the process of philosophical-educational formation in Brazil and what original contributions the philosophy of Brazilian education has to offer in this regard. First, a small academic-professional memoir of the author is presented, punctuating the paths taken and until the arrival at the doctorate and challenges faced in the process of writing the report. Subsequently, the main stages and sections of the report are presented, with a view to providing a preview of what is systematized in each of its chapters. Regarding its methodology, this research report is the result of a bibliographical and documental research, with a qualitative approach, of a theoretical nature, with an exploratory procedure and under the primate orientation of the decolonial inflection, in complementary dialogues with the paradigms of interculturality, complexity and the evidentiary paradigm. Regarding the structure of the chapters, at first, the main categories of theoretical analysis to be developed are worked on, with the aim of clarifying the relationships between metropolitan culture and colonized cultures. In a second moment, it starts with the cultural discussion, seeking to explain the complementary relationship between decoloniality and interculturality and the concept of cultural coloniality. The next moment investigates the philosophical-educational matrices that most marked our intellectual formative process, starting, above all, from those most in force in Portugal between the XVI and XIX centuries. The fourth moment, in turn, focuses on the historical-philosophical course of Brazilian education, identifying historical periods, philosophical currents and possible marks of cultural coloniality inherited by us. In the fifth moment, finally, evidence of the main identified marks of cultural coloniality are presented, followed by counterpoints of decolonial resistance (marks of decoloniality) and important tasks that can be assumed as original contributions of the philosophy of Brazilian education. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-12-01T21:56:56Z |
dc.date.issued.fl_str_mv |
2023-10-06 |
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Messias, Elvis Rezende. Marcas de colonialidade cultural na formação filosófico-educacional brasileira. 2023. 348 f. Tese( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo. |
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Messias, Elvis Rezende. Marcas de colonialidade cultural na formação filosófico-educacional brasileira. 2023. 348 f. Tese( Programa de Pós-Graduação em Educação) - Universidade Nove de Julho, São Paulo. |
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