Decolonial incidents in the teacher(s) training: perspectives on the curriculum of the Pedagogy course od Federal University of Uberlândia (UFU) and its epistemic textures
This text presents the reflections arising from the academic master’s research in education carried out within the scope of the Postgraduate Program in Education of the Faculty of Education of Federal University of Uberlândia (PPGED/FACED/UFU). The study aimed to problematize the higher education cu...
| Autores: | , |
|---|---|
| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2024 |
| País: | Brasil |
| Institución: | Universidade Estadual de Campinas (UNICAMP) |
| Repositorio: | ETD - Educação Temática Digital |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.periodicos.sbu.unicamp.br:article/8671453 |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/etd/article/view/8671453 |
| Access Level: | acceso abierto |
| Palabra clave: | Curriculum Decoloniality University pedagogy Currículo Decolonialidade Pedagogia universitária Decolonialidad Pedagogía universitaria |
| Sumario: | This text presents the reflections arising from the academic master’s research in education carried out within the scope of the Postgraduate Program in Education of the Faculty of Education of Federal University of Uberlândia (PPGED/FACED/UFU). The study aimed to problematize the higher education curriculum, specifically the teacher training, from the assumptions elucidated by decoloniality. We established interlocutions with University Pedagogy and sought to understand how ethnic-racial discussion is placed in the curricular context of undergraduate Pedagogy at that institution. In the meantime, the methodological option adopted in this research was based on the bibliographic review, with the analysis of the Political Pedagogical Projects (PPPs) and the records of the disciplines of two undergraduate courses in Pedagogy of UFU at Campi Pontal, in Ituiutaba/MG, and Santa Monica, in Uberlândia/MG. We consider that the problematizations regarding the decolonization of the teacher training curriculum, from the perspective of education for ethnic-racial relations, are necessary as tensions to the hegemonic model of knowledge production. Thus, we emphasize that the process of teacher training must be involved in discussions concerning decolonial guidelines, which provides, together with students, curricular experiences that express their individual and collective identities. |
|---|