Práticas pedagógicas interculturais de docentes na Educação Básica e no Ensino Superior: análise da produção acadêmica brasileira
Ano de defesa: | 2022 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de São Carlos
Câmpus São Carlos |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação - PPGE
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.ufscar.br/handle/ufscar/16670 |
Resumo: | The theme of this research is related to teachers' intercultural pedagogical practices in Basic and Higher Education, considering the problem involving the inequality present in schools - especially public ones - and the following need for the development of such practices. The question of the research is: how is the Brazilian academic production on interculturality configured in the pedagogical practices of teachers who work in both Basic and Higher Education? Thus, the general objective delimited is: to analyze the relations between interculturality and teaching in the pedagogical practices of Basic and Higher Education teachers, by carrying out a bibliographic survey of the Brazilian academic production available in journals in the educational field. The specific objectives established are: to investigate what has been published about the intercultural pedagogical practices of teachers in Basic Education and Higher Education; and to verify which contributions the analysis of intercultural pedagogical practices offers for the construction of new perspectives of work with intercultural education in the contexts of Basic and Higher Education. The theoretical framework is supported by humanizing education and interculturality theories. After collecting data from Brazilian journals in the field of Education, selected from pre-established descriptors, the corpus of the research analysis was composed of 8 articles considered "core" (about 33% of the selected articles), among them, only three dealt with intercultural pedagogical practices in Basic Education and five in Higher Education. The remaining 16 articles discussed: theoretical and conceptual approach on intercultural pedagogical practices; intercultural practices developed with artistic groups; and intercultural practices carried out in commercial relations between the indigenous community and the non-indigenous collective organization. It was verified that the initiatives with intercultural pedagogical practices present elements that can benefit and enhance the implementation of teaching practices that value cultural differences. In this aspect, the relationship between interculturality and teaching can be announced positively when relating to the presence and articulation of the contents domains, methodologies, and sensibility in the teaching practices addressed in the articles - theoretical categories which we used to accomplish the analyses. Regarding the contents, the respect for the students' knowledge was a constant; regarding the methodologies, we noticed that they were not based on "talking about", but always involved acting with the students from their realities and thinking about this action; as for the sensibility, it was analyzed that the articles did not offer subsidies to discuss the sensibility as to the principle that the teachers need to be committed with the learning of all students; it (sensibility) was always found in its relation with the contents and the methodologies. We also presented the contributions that the results provided regarding the reflection on teaching practices based on the valorization and dialogue between different cultures, indicating pedagogical possibilities concerning the relationship between interculturality and teaching. |
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Barbosa, Ana Maria da SilvaLima, Emília Freitas dehttp://lattes.cnpq.br/5515637339275988http://lattes.cnpq.br/780791497532384974aead62-c20f-4808-851b-88324be247212022-09-26T18:45:24Z2022-09-26T18:45:24Z2022-07-28BARBOSA, Ana Maria da Silva. Práticas pedagógicas interculturais de docentes na Educação Básica e no Ensino Superior: análise da produção acadêmica brasileira.. 2022. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/16670.https://repositorio.ufscar.br/handle/ufscar/16670The theme of this research is related to teachers' intercultural pedagogical practices in Basic and Higher Education, considering the problem involving the inequality present in schools - especially public ones - and the following need for the development of such practices. The question of the research is: how is the Brazilian academic production on interculturality configured in the pedagogical practices of teachers who work in both Basic and Higher Education? Thus, the general objective delimited is: to analyze the relations between interculturality and teaching in the pedagogical practices of Basic and Higher Education teachers, by carrying out a bibliographic survey of the Brazilian academic production available in journals in the educational field. The specific objectives established are: to investigate what has been published about the intercultural pedagogical practices of teachers in Basic Education and Higher Education; and to verify which contributions the analysis of intercultural pedagogical practices offers for the construction of new perspectives of work with intercultural education in the contexts of Basic and Higher Education. The theoretical framework is supported by humanizing education and interculturality theories. After collecting data from Brazilian journals in the field of Education, selected from pre-established descriptors, the corpus of the research analysis was composed of 8 articles considered "core" (about 33% of the selected articles), among them, only three dealt with intercultural pedagogical practices in Basic Education and five in Higher Education. The remaining 16 articles discussed: theoretical and conceptual approach on intercultural pedagogical practices; intercultural practices developed with artistic groups; and intercultural practices carried out in commercial relations between the indigenous community and the non-indigenous collective organization. It was verified that the initiatives with intercultural pedagogical practices present elements that can benefit and enhance the implementation of teaching practices that value cultural differences. In this aspect, the relationship between interculturality and teaching can be announced positively when relating to the presence and articulation of the contents domains, methodologies, and sensibility in the teaching practices addressed in the articles - theoretical categories which we used to accomplish the analyses. Regarding the contents, the respect for the students' knowledge was a constant; regarding the methodologies, we noticed that they were not based on "talking about", but always involved acting with the students from their realities and thinking about this action; as for the sensibility, it was analyzed that the articles did not offer subsidies to discuss the sensibility as to the principle that the teachers need to be committed with the learning of all students; it (sensibility) was always found in its relation with the contents and the methodologies. We also presented the contributions that the results provided regarding the reflection on teaching practices based on the valorization and dialogue between different cultures, indicating pedagogical possibilities concerning the relationship between interculturality and teaching.A pesquisa versa sobre o tema práticas pedagógicas interculturais de docentes na Educação Básica e no Ensino Superior, diante da problemática que envolve a desigualdade presente nas escolas – em especial as públicas – e a consequente necessidade do desenvolvimento de tais práticas. A opção por estudar a relação entre interculturalidade e ensino justifica-se por anunciar possibilidades de superação dos desafios presentes no contexto educacional escolar e Ensino Superior, por meio da realização de práticas pedagógicas interculturais. O estudo foi conduzido pela seguinte questão de pesquisa: como se configura a produção acadêmica brasileira sobre a interculturalidade nas práticas pedagógicas de docentes que atuam na Educação Básica e no Ensino Superior? Para tal, traçou-se como objetivo geral: analisar as relações entre interculturalidade e ensino nas práticas pedagógicas de docentes na Educação Básica e no Ensino Superior, por meio do levantamento bibliográfico da produção acadêmica brasileira disponível em periódicos da área da educação. Este objetivo foi desdobrado nos seguintes específicos: investigar em periódicos brasileiros da área de educação o que se tem publicado sobre práticas pedagógicas interculturais de docentes na Educação Básica e Ensino Superior; e verificar quais contribuições a análise de práticas pedagógicas interculturais oferece para a construção de novas perspectivas de trabalho com a educação intercultural nos contextos da Educação Básica e Ensino Superior. De natureza qualitativa, a pesquisa – de tipo bibliográfica – adotou o referencial teórico da educação humanizadora e da interculturalidade. Com o levantamento dos dados em periódicos brasileiros da área de Educação, selecionados a partir de descritores pré-estabelecidos, o corpus de análise da investigação foi composto por 8 artigos considerados “nucleares” (cerca de 33% do conjunto dos selecionados), dos quais 3 abordavam as práticas pedagógicas interculturais na Educação Básica e 5 no Ensino Superior. Os demais 16 artigos versavam sobre: abordagem teórico-conceitual sobre práticas pedagógicas interculturais; práticas interculturais desenvolvidas junto a grupos artísticos; e práticas interculturais efetivadas em relações comerciais entre comunidade indígena e organização coletiva não indígena. Verificou-se que as iniciativas com as práticas pedagógicas interculturais apresentam elementos que podem favorecer e potencializar a efetivação de práticas docentes que valorizam as diferenças culturais. Nesse quesito, a relação entre interculturalidade e ensino pode ser anunciada positivamente no que concerne à presença e articulação dos domínios dos conteúdos, das metodologias e da sensibilidade nas práticas docentes abordadas nos artigos – categorias teóricas que utilizamos para a realização das análises. Com relação aos conteúdos, o respeito aos saberes dos estudantes foi uma constante; quanto à metodologias, notou-se que não se pautaram no “falar sobre”, mas envolveram sempre um agir com os estudantes a partir de suas realidades e pensar sobre esta ação; já em referência à sensibilidade, analisou-se que os artigos não ofereceram subsídios para se discutir a sensibilidade quanto ao princípio de que os docentes precisam se comprometer com a aprendizagem de todos os estudantes; ela (sensibilidade) foi encontrada sempre na sua relação com os conteúdos e as metodologias. Foram apresentadas, ainda, as contribuições que os resultados proporcionaram quanto à reflexão sobre práticas docentes pautadas na valorização e diálogo entre diferentes culturas, indicando possibilidades pedagógicas quanto à relação entre interculturalidade e ensino.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)Processo nº 88887.483487/2020-00, Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessInterculturalidadeEnsinoPráticas pedagógicas interculturaisEducação BásicaEnsino SuperiorInterculturalityTeachingIntercultural pedagogical practicesBasic EducationHigher EducationCIENCIAS HUMANAS::EDUCACAOPráticas pedagógicas interculturais de docentes na Educação Básica e no Ensino Superior: análise da produção acadêmica brasileiraIntercultural pedagogical practices of basic and higher education teachers: analysis of the brazilian academic productioninfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis6006000f6fc182-bb60-4660-9267-80aa895417bdreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissertação_Ana Maria da Silva Barbosa.pdfDissertação_Ana Maria da Silva Barbosa.pdfapplication/pdf1058806https://repositorio.ufscar.br/bitstream/ufscar/16670/1/Disserta%c3%a7%c3%a3o_Ana%20Maria%20da%20Silva%20Barbosa.pdf0db9e0653d457f3f165ddbb54190fc42MD51Carta comprovante da versão final.pdfCarta comprovante da versão final.pdfCarta comprovante da versão finalapplication/pdf123228https://repositorio.ufscar.br/bitstream/ufscar/16670/3/Carta%20comprovante%20da%20vers%c3%a3o%20final.pdf12584cea40044eeedffc9c0d655799e1MD53CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/16670/4/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD54TEXTDissertação_Ana Maria da Silva Barbosa.pdf.txtDissertação_Ana Maria da Silva Barbosa.pdf.txtExtracted texttext/plain356377https://repositorio.ufscar.br/bitstream/ufscar/16670/5/Disserta%c3%a7%c3%a3o_Ana%20Maria%20da%20Silva%20Barbosa.pdf.txt791589ee727d037fbd6121a7942a9baeMD55Carta comprovante da versão final.pdf.txtCarta comprovante da versão final.pdf.txtExtracted texttext/plain1https://repositorio.ufscar.br/bitstream/ufscar/16670/7/Carta%20comprovante%20da%20vers%c3%a3o%20final.pdf.txt68b329da9893e34099c7d8ad5cb9c940MD57THUMBNAILDissertação_Ana Maria da Silva Barbosa.pdf.jpgDissertação_Ana Maria da Silva Barbosa.pdf.jpgIM Thumbnailimage/jpeg6580https://repositorio.ufscar.br/bitstream/ufscar/16670/6/Disserta%c3%a7%c3%a3o_Ana%20Maria%20da%20Silva%20Barbosa.pdf.jpg8106898c97a6291df7f2778d879e10ecMD56Carta comprovante da versão final.pdf.jpgCarta comprovante da versão final.pdf.jpgIM Thumbnailimage/jpeg12490https://repositorio.ufscar.br/bitstream/ufscar/16670/8/Carta%20comprovante%20da%20vers%c3%a3o%20final.pdf.jpgcf116925a263cf1cdf531a1f5fcba115MD58ufscar/166702023-09-18 18:32:28.558oai:repositorio.ufscar.br:ufscar/16670Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:28Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Práticas pedagógicas interculturais de docentes na Educação Básica e no Ensino Superior: análise da produção acadêmica brasileira |
dc.title.alternative.eng.fl_str_mv |
Intercultural pedagogical practices of basic and higher education teachers: analysis of the brazilian academic production |
title |
Práticas pedagógicas interculturais de docentes na Educação Básica e no Ensino Superior: análise da produção acadêmica brasileira |
spellingShingle |
Práticas pedagógicas interculturais de docentes na Educação Básica e no Ensino Superior: análise da produção acadêmica brasileira Barbosa, Ana Maria da Silva Interculturalidade Ensino Práticas pedagógicas interculturais Educação Básica Ensino Superior Interculturality Teaching Intercultural pedagogical practices Basic Education Higher Education CIENCIAS HUMANAS::EDUCACAO |
title_short |
Práticas pedagógicas interculturais de docentes na Educação Básica e no Ensino Superior: análise da produção acadêmica brasileira |
title_full |
Práticas pedagógicas interculturais de docentes na Educação Básica e no Ensino Superior: análise da produção acadêmica brasileira |
title_fullStr |
Práticas pedagógicas interculturais de docentes na Educação Básica e no Ensino Superior: análise da produção acadêmica brasileira |
title_full_unstemmed |
Práticas pedagógicas interculturais de docentes na Educação Básica e no Ensino Superior: análise da produção acadêmica brasileira |
title_sort |
Práticas pedagógicas interculturais de docentes na Educação Básica e no Ensino Superior: análise da produção acadêmica brasileira |
author |
Barbosa, Ana Maria da Silva |
author_facet |
Barbosa, Ana Maria da Silva |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/7807914975323849 |
dc.contributor.author.fl_str_mv |
Barbosa, Ana Maria da Silva |
dc.contributor.advisor1.fl_str_mv |
Lima, Emília Freitas de |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/5515637339275988 |
dc.contributor.authorID.fl_str_mv |
74aead62-c20f-4808-851b-88324be24721 |
contributor_str_mv |
Lima, Emília Freitas de |
dc.subject.por.fl_str_mv |
Interculturalidade Ensino Práticas pedagógicas interculturais Educação Básica Ensino Superior |
topic |
Interculturalidade Ensino Práticas pedagógicas interculturais Educação Básica Ensino Superior Interculturality Teaching Intercultural pedagogical practices Basic Education Higher Education CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Interculturality Teaching Intercultural pedagogical practices Basic Education Higher Education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The theme of this research is related to teachers' intercultural pedagogical practices in Basic and Higher Education, considering the problem involving the inequality present in schools - especially public ones - and the following need for the development of such practices. The question of the research is: how is the Brazilian academic production on interculturality configured in the pedagogical practices of teachers who work in both Basic and Higher Education? Thus, the general objective delimited is: to analyze the relations between interculturality and teaching in the pedagogical practices of Basic and Higher Education teachers, by carrying out a bibliographic survey of the Brazilian academic production available in journals in the educational field. The specific objectives established are: to investigate what has been published about the intercultural pedagogical practices of teachers in Basic Education and Higher Education; and to verify which contributions the analysis of intercultural pedagogical practices offers for the construction of new perspectives of work with intercultural education in the contexts of Basic and Higher Education. The theoretical framework is supported by humanizing education and interculturality theories. After collecting data from Brazilian journals in the field of Education, selected from pre-established descriptors, the corpus of the research analysis was composed of 8 articles considered "core" (about 33% of the selected articles), among them, only three dealt with intercultural pedagogical practices in Basic Education and five in Higher Education. The remaining 16 articles discussed: theoretical and conceptual approach on intercultural pedagogical practices; intercultural practices developed with artistic groups; and intercultural practices carried out in commercial relations between the indigenous community and the non-indigenous collective organization. It was verified that the initiatives with intercultural pedagogical practices present elements that can benefit and enhance the implementation of teaching practices that value cultural differences. In this aspect, the relationship between interculturality and teaching can be announced positively when relating to the presence and articulation of the contents domains, methodologies, and sensibility in the teaching practices addressed in the articles - theoretical categories which we used to accomplish the analyses. Regarding the contents, the respect for the students' knowledge was a constant; regarding the methodologies, we noticed that they were not based on "talking about", but always involved acting with the students from their realities and thinking about this action; as for the sensibility, it was analyzed that the articles did not offer subsidies to discuss the sensibility as to the principle that the teachers need to be committed with the learning of all students; it (sensibility) was always found in its relation with the contents and the methodologies. We also presented the contributions that the results provided regarding the reflection on teaching practices based on the valorization and dialogue between different cultures, indicating pedagogical possibilities concerning the relationship between interculturality and teaching. |
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2022 |
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2022-09-26T18:45:24Z |
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2022-09-26T18:45:24Z |
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2022-07-28 |
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BARBOSA, Ana Maria da Silva. Práticas pedagógicas interculturais de docentes na Educação Básica e no Ensino Superior: análise da produção acadêmica brasileira.. 2022. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/16670. |
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https://repositorio.ufscar.br/handle/ufscar/16670 |
identifier_str_mv |
BARBOSA, Ana Maria da Silva. Práticas pedagógicas interculturais de docentes na Educação Básica e no Ensino Superior: análise da produção acadêmica brasileira.. 2022. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2022. Disponível em: https://repositorio.ufscar.br/handle/ufscar/16670. |
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